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Case study evaluation of three teach...

Barakzai, Mary Devereux.

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Case study evaluation of three teaching modalities in physician assistant education: Traditional lecture, workbook and videotape, and asynchronous learning network.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Case study evaluation of three teaching modalities in physician assistant education: Traditional lecture, workbook and videotape, and asynchronous learning network./
作者:	Barakzai, Mary Devereux.
面頁冊數:	157 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2361.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097404
ISBN:	0496450182

Case study evaluation of three teaching modalities in physician assistant education: Traditional lecture, workbook and videotape, and asynchronous learning network.
Barakzai, Mary Devereux.

Case study evaluation of three teaching modalities in physician assistant education: Traditional lecture, workbook and videotape, and asynchronous learning network. - 157 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2361.

Thesis (Ed.D.)--California State University, Fresno and University of California, Davis, 2003.

This case study was designed to document the evolution of a pediatrics course for first year Physician Assistant students from a classroom based lecture format through an intermediate correspondence course modality to online asynchronous delivery. In each of these methods, the teaching plan, textbooks, objectives, and final examination were constant. Academic achievement, student satisfaction, and cost effectiveness for each format were determined and compared. Achievement was considered in relation to demographic variables such as language, gender, and computer literacy. The relationships between satisfaction and academic outcome and distance from campus were explored. Scores on the final examination were compared to determine academic outcome. A questionnaire and interviews were used to assess satisfaction. Marginal cost analysis was the basis for calculating a cost effectiveness ratio for each method.

ISBN: 0496450182Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Case study evaluation of three teaching modalities in physician assistant education: Traditional lecture, workbook and videotape, and asynchronous learning network.
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520 $a This case study was designed to document the evolution of a pediatrics course for first year Physician Assistant students from a classroom based lecture format through an intermediate correspondence course modality to online asynchronous delivery. In each of these methods, the teaching plan, textbooks, objectives, and final examination were constant. Academic achievement, student satisfaction, and cost effectiveness for each format were determined and compared. Achievement was considered in relation to demographic variables such as language, gender, and computer literacy. The relationships between satisfaction and academic outcome and distance from campus were explored. Scores on the final examination were compared to determine academic outcome. A questionnaire and interviews were used to assess satisfaction. Marginal cost analysis was the basis for calculating a cost effectiveness ratio for each method.
520 $a No difference was found in student satisfaction among the course formats. Student achievement and distance from campus did rot significantly affect satisfaction. No interaction between language background or gender and the three delivery methods was found. Students in the online course scored significantly higher on the final examination than the other groups. In the online course, students without prior computer experience porformed equally well as those who were computer literate. The correspondence course format was the most cost effective method, especially in the second year of use. The online course was found to be more cost effective than the lecture format and is projected to be nearly as cost effective in the second year as was the correspondence course delivery method.
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