Comparing Student Learning Outcomes in Hypermedia and Analog Assisted Lectures (hal & Aal)

The purpose of this paper is to report the results of a quasi-experimental study of the effects on student achievement resulting from the redesign of an existing anatomy course for a cohort of Occupational Therapy students. This study was based on a design strategy that combined two different instructional technology approaches to teaching and learning in lectures: (1) content-centered, World Wide Web-based hypermedia; and (2) situation-based, stand-alone hypermedia. The digital projection method of hypermedia-assisted lecture materials is described, which uses analog-assisted lecture materials within a conceptual framework incorporating "ecological psychology" and problem situations for learning. Findings are discussed in terms of content selection and presentation design guidelines derived from ecological theories of human learning. Also explored is the usefulness of this study for guiding future enhancements of medical education lecture materials. (AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** COMPARING STUDENT LEARNING OUTCOMES IN HYPERMEDIA AND ANALOG ASSISTED LECTURES (HAL & AAL) Bruce Bowdish Sheila Chauvin Office of Educational Research and Services Sandor Vigh Department of Anatomy Tulane University School of Medicine "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Bruce F. RC157111Ski TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Paper presented at the annual meeting of the American Educational Research Association, San Diego, California, April 1998.