Virtual learning in the biological sciences: pitfalls of simply "putting notes on the web"

  • Authors:

  • Chris Evans;Nicola J. Gibbons;Kavita Shah;Darren K. Griffin

  • Affiliations:

  • Centre for Educational Multimedia, School of Business and Management, Brunel University, Uxbridge, Middlesex UB8 3PH, UK;Cell and Chromosome Biology Group, Department of Biological Sciences, Brunel University, Uxbridge, Middlesex UB8 3PH, UK;Cell and Chromosome Biology Group, Department of Biological Sciences, Brunel University, Uxbridge, Middlesex UB8 3PH, UK;Cell and Chromosome Biology Group, Department of Biological Sciences, Brunel University, Uxbridge, Middlesex UB8 3PH, UK

  • Venue:
  • Computers & Education
  • Year:
  • 2004

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Abstract

Computer-based learning (CBL) is well established and its benefits are widely reported. It has found considerable utility in recent years with the explosion in interest in the use of the Web as a knowledge medium. Many online courses, however, consist merely of a series of textual notes and pictures with little navigational information or choice. In previous studies we have suggested that there are a number of usability and interactivity mistakes that are commonly made when preparing online learning material. These can be used to develop a set of principles for good design. Here, we apply those principles to modules in genetics and reproduction. This allows us to test the hypothesis that material presented in an interactive, easily navigable computer-based learning system (a "Virtual Lecture" or VL) creates a significant improvement in the student learning experience over identical material presented as simply pictures and text in scrollable Web pages ("Web pages"). The student learning experience was measured in terms of performance in summative assessment and through questionnaire analysis. Two separate studies were conducted. The first study involved two cohorts of students with one being given material as Web pages and another (a year later) given it in the form of a VL. The results showed a significant increase in final examination marks for students taking material as a VL compared with Web pages. Students using Web pages also expressed some discontent with their experience but those using the VL did not. In the second study we divided a single cohort into two groups and exposed them to material in the form of both Web pages and a VL. The results of a multiple-choice assessment reveal a significant increase in scores for material presented as a VL. Questionnaire analysis also revealed overwhelming preference for the VL approach. Taken together, these studies provide compelling evidence that a carefully designed interface can provide a significant improvement in the student learning experience compared to presenting material as scrollable Web pages consisting simply of pictures and text.