Effects of asynchronous discussion on student learning and satisfaction when comparing learning environments in continuing medical education

This document contains no images.

Document Details
Image Details

Document Details

Title

Effects of asynchronous discussion on student learning and satisfaction when comparing learning environments in continuing medical education

Identifier

DSP2008Fisher

Subjects

["Distance education","Learning","Education"]

Type

["Text"]

Genre

["Dissertations"]

Format

["pdf"]

Rights

This thesis or dissertation is restricted from access because there is no internet release form on file. If you are the author and you would like to submit an internet release form allowing us to publish your thesis or dissertation online, please contact spcoll@towson.edu. Copyright protected, all rights reserved.

General Notes

Thesis approval page signed by thesis committee members and the Dean of the College of Graduate Studies and Research included in print copy of thesis.

Doctoral thesis research directed by Department of Educational Technology and Literacy.

Extent

ix, 165 pages

Language

["English"]

Repository

["Towson University. Albert S. Cook Library. Special Collections and University Archives"]

Collection Name

["Towson University Graduate Theses and Dissertations"]

Author

Fisher, Cheryl

Degree Date

2008

Department or Program

["Towson University. Department of Educational Technology and Literacy"]

Abstract

A study was conducted to examine the differences in learning outcomes and student satisfaction in a distance based continuing medical education (CME) course. This study compared two learning environments (face to face and distance based) with the addition of a discussion board in order to compare each student’s learning experience and the learning outcomes. The findings of this study support the need for a new pedagogical approach to the design of continuing medical education. Although there were no significant differences in outcome variables, this study demonstrated that an opportunity for interaction alone is not enough to engage the participants in active learning. What is known is that interaction supports learning and that if interaction is not integral to the course by design, then it will not be used.

Thesis Committee Members

["McNary, Scot","Kenton, Jeffrey M.","O'Neil, Carol A."]

Date Published

30 October 2013

Author (Controlled)

["Fisher, Cheryl A."]

Thesis Advisor

["Sadera, William A."]

Degree Note

(Ed. D.) -- Towson University, 2008.

Return to list