acceptance of technology-enhanced learning for a theoretical radiological science course a randomized controlled trial接受技术强化学习理论放射科学课程的随机对照试验.pdfVIP

Nkenke et al. BMC Medical Education 2012, 12:18 /1472-6920/12/18 RESEARCH ARTICLE Open Access Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial 1* 2 1 3 1 1 Emeka Nkenke , Elefterios Vairaktaris , Anne Bauersachs , Stephan Eitner , Alexander Budach , Christoph Knipfer and Florian Stelzle1 Abstract Background: Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students’ attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience. Methods: 42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities. Results: Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face- to-face lectures were the basis for education in a theoretical radiological science course. The members of the TEL group rated e-mail reminders significantly more important when they filled in the que