Zeitschrift für Hochschuldidaktik Nr. 2000/1
Medicine Study 2000
Alternatives for Learning and Assessment, Teaching and Evaluation
Florian EITEL, Jürgen KUPRION, Wolfram ARENDS, Tobias PAYER, Alfred BRÄTH, Elzbieta HORTIG, Arthur TESCHE | Wolf MUTSCHLER (München, Deutschland)
Why we had to get rid of Computer-based Tutorials as part of the syllabus in our Learning Center
Summary
In 1989 we sequentially implemented reformed courses into our curriculum. Three casebased, interactive, computerized tutorials (CBT) were developed in order to support the reform. This case study reports on a program evaluation designed as a non-randomized, prospective, longitudinally comparative survey by questionnaire on student cohorts' estimates of their learning processes. Three CBTs were sequentially implemented and evaluated as defined learning environments in a practicum for surgery in our department's learning center besides 19 other non-computerized learning environments up from winter semester 91/92.
In 1997 students' acceptance and other quality criteria of our CBTs suddenly and significantly declined, despite that CBT had been well accepted from its inception, and inspite of the fact that the CBT-learning environment was not altered. The sudden, distinct and significant change demonstrated by empirical results points to multidimensional effects altering students' perceptions and, consequently, their ratings.
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