Shaw Bret R, Han Jeong Yeob, Baker Timothy, Witherly Jeffre, Hawkins Robert P, McTavish Fiona, Gustafson David H
Center of Excellence in Cancer Communications Research, University of Wisconsin--Madison, WI 53726, USA.
Health Educ Res. 2007 Feb;22(1):108-19. doi: 10.1093/her/cyl051. Epub 2006 Jul 7.
To provide insights about how women with breast cancer learn from interactive cancer communication systems (ICCSs), this study examined how use of different types of services that employ conceptually distinct pedagogical methods relates to learning outcomes. The study sample included 231 recently diagnosed, lower income breast cancer patients. Participants were provided a free computer, Internet access and training in how to use an ICCS called the Comprehensive Health Enhancement Support System 'Living with Breast Cancer' program. Data comprised survey information collected at pre-test and 4 months after using the system and computer records of how women used the system (use data). The findings suggest that use of the information and interactive services independently contributed to perceived information competence, though the communication services, including both discussion group and ask an expert, did not. Consistent with expectations, use of discussion group and interactive services amplified the learning effects of using the information services. However, use of the ask an expert service did not amplify the learning effects of using the information services as predicted. Some constructivist pedagogical methods-specifically online support groups and intelligently designed, computer-driven interactive services-may supplement and extend the learning potential of information services delivered via a transmission-oriented pedagogical approach.
为了深入了解乳腺癌患者如何从交互式癌症沟通系统(ICCSs)中学习,本研究考察了使用采用概念上不同教学方法的不同类型服务与学习成果之间的关系。研究样本包括231名近期确诊的低收入乳腺癌患者。为参与者提供了一台免费电脑、互联网接入以及关于如何使用名为“综合健康强化支持系统‘与乳腺癌共存’”项目的ICCS的培训。数据包括在使用系统前和使用系统4个月后收集的调查信息,以及女性使用该系统的计算机记录(使用数据)。研究结果表明,信息服务和交互式服务的使用分别对感知信息能力有贡献,而包括讨论组和向专家提问在内的沟通服务则没有。与预期一致,讨论组和交互式服务的使用增强了使用信息服务的学习效果。然而,向专家提问服务的使用并未如预期那样增强使用信息服务的学习效果。一些建构主义教学方法,特别是在线支持小组和精心设计的、计算机驱动的交互式服务,可能会补充和扩展通过以传输为导向的教学方法提供的信息服务的学习潜力。