Cook David A
Division of General Internal Medicine, Mayo Clinic College of Medicine, Baldwin 4-A, 200 First Street SW, Rochester, MN 55905, USA.
Med Teach. 2006 Nov;28(7):594-8. doi: 10.1080/01421590601028854.
This article summarizes several years of research in Web-based learning (WBL) to illustrate that, in general, research fails to address the questions that will inform our use of this powerful tool. In particular, media-comparative research--the comparison of WBL to another medium (e.g. lecture)--is hopelessly confounded and does little to inform practice. Rather than asking 'If' we should use WBL (we should!), researchers should ask 'How' and 'When' to use WBL. 'How' will be answered by evaluating specific elements of instructional design including theory-based instructional methods, adaptations to individual characteristics and details of presentation enhancements. 'When' will require study of issues such as just-in-time learning, effective use of simulation, and integration of WBL within and between institutions. Both quantitative and qualitative research methods will be useful. Educators should also look outside medical education for evidence and theories to guide their practice. Finally, while WBL has many advantages it is not inherently better than other media. The author suggests that learning outcomes be defined first and WBL be used only when it appears to be the most effective means of achieving these outcomes.
本文总结了多年来基于网络学习（WBL）的研究，以说明总体而言，研究未能解决那些将指导我们使用这一强大工具的问题。特别是，媒体比较研究——将WBL与另一种媒介（如讲座）进行比较——存在严重混淆，对实践指导作用甚微。研究人员不应问“是否”应该使用WBL（我们应该使用！），而应问“如何”以及“何时”使用WBL。“如何”使用将通过评估教学设计的具体要素来回答，包括基于理论的教学方法、针对个体特征的调整以及呈现方式改进的细节。“何时”使用将需要研究诸如即时学习、模拟的有效利用以及WBL在机构内部和机构之间的整合等问题。定量和定性研究方法都将有所帮助。教育工作者还应从医学教育之外寻找证据和理论来指导他们的实践。最后，虽然WBL有许多优点，但它并非本质上就比其他媒介更好。作者建议首先确定学习成果，只有当WBL似乎是实现这些成果的最有效手段时才使用它。
