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an exploratory study of co-location as a factor in synchronous, collaborative medical informatics distance education协同定位的探索性研究是同步的一个因素,合作医疗信息远程教育
Locatis et al. BMC Research Notes 2010, 3:30
/1756-0500/3/30
SHORT REPORT Open Access
An exploratory study of co-location as a factor in
synchronous, collaborative medical informatics
distance education
1* 2 2 3 4 1
Craig Locatis , Eta S Berner , Glenn Hammack , Steve Smith , Richard Maisiak , Michael Ackerman
Abstract
Background: This study determined differences in learning, judgments of teaching and technology, and
interaction when videoconferencing was used to deliver instruction on telemedicine to medical students in
conditions where they were co-located and dispersed. A lecture on telemedicine was given by videoconference to
medical students at a distant site. After a question and answer period, students were then given search problems
on the topic and encouraged to collaborate. Half the students were randomly assigned to a co-located condition
where they received the presentation and collaborated in a computer lab, and half were assigned to a dispersed
condition where they were located in different rooms to receive the presentation and collaborate online using the
videoconferencing technology. Students were observed in both conditions and they individually completed a test
on presentation content and a rating scale about the quality of the teaching and the technology.
Findings: There were no differences between the two groups in the learning outcomes or judgments about the
teaching and technology, with the exception that more students in the dispersed condition felt more interaction
was fostered. The level and patterns of interaction were very different in the two conditions and higher for
dispersed students.
Conclusions: Synchronous communication at a distance via videoconference may give suffic
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