Adv Physiol Educ ADInstruments
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Advan. Physiol. Edu. 23: 59-66, 2000;
1043-4046/00 $5.00
This Article
Right arrow Full Text (PDF)
Right arrow Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when eLetters are posted
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via ISI Web of Science (10)
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Goldberg, H. R.
Right arrow Articles by McKhann, G. M.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Goldberg, H. R.
Right arrow Articles by McKhann, G. M.

Vol. 23, Issue 1, 59-66, 6-1-00

STUDENT TEST SCORES ARE IMPROVED IN A VIRTUAL LEARNING ENVIRONMENT

Harry R. Goldberg, and Guy M. McKhann

This study evaluates the effectiveness of delivering the core curriculum of an introductory neuroscience course using a software application referred to as a virtual learning interface (VLI). The performance of students in a virtual learning environment (VLE)1 is compared with that of students in a conventional lecture hall in which the same lecturer presented the same material. This study was not designed to determine whether grades are improved by augmenting a lecture with other information. The VLI takes advantage of audio, video, animation, and text in a multimedia computer environment. Our results indicate that raw average scores on weekly examinations were 14 percentage points higher for students in the VLE compared with those for students in a conventional lecture hall setting. Moreover, normalized test scores were over 5 points higher for students in the VLE. This analysis suggest that a core curriculum can be effectively presented to students using the VLE, thereby making it possible for faculty to spend less class time relaying facts and more time engaging students in discussion of scientific theory. ADV PHYSIOL EDUC 23: 59-66, 2000.




This article has been cited by other articles:


Home page
 Adv. Physiol. Educ.Home page
B. K. McFarlin
Hybrid lecture-online format increases student grades in an undergraduate exercise physiology course at a large urban university
Advan Physiol Educ, March 1, 2008; 32(1): 86 - 91.
[Abstract] [Full Text] [PDF]

Home page
 Adv. Physiol. Educ.Home page
H. Ernst and K. Colthorpe
The efficacy of interactive lecturing for students with diverse science backgrounds
Advan Physiol Educ, March 1, 2007; 31(1): 41 - 44.
[Abstract] [Full Text] [PDF]

Home page
 Adv. Physiol. Educ.Home page
H. R. Goldberg, E. Haase, A. Shoukas, and L. Schramm
Redefining classroom instruction
Advan Physiol Educ, September 1, 2006; 30(3): 124 - 127.
[Abstract] [Full Text] [PDF]

Home page
 Adv. Physiol. Educ.Home page
S. K. Taradi, M. Taradi, K. Radic, and N. Pokrajac
Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology
Advan Physiol Educ, March 1, 2005; 29(1): 35 - 39.
[Abstract] [Full Text] [PDF]

Home page
 Adv. Physiol. Educ.Home page
M. DeSantis and T. A. McKean
EFFICIENT VALIDATION OF TEACHING AND LEARNING USING MULTIPLE-CHOICE EXAMS
Advan Physiol Educ, March 1, 2003; 27(1): 3 - 14.
[Abstract] [Full Text] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Visit Other APS Journals Online