Johnston James
Midwestern State University, Wichita, Falls, Texas, USA.
Radiol Technol. 2008 Jul-Aug;79(6):497-506.
Online courses are becoming increasingly common in all academic disciplines and many studies have indicated that there is no significant difference in student outcomes between the 2 instructional methods or, more recently, that online instruction is superior. However, because course content and expectations about mastery of material vary, it is important to evaluate the effectiveness of online courses in different academic disciplines and settings, including radiologic technology.
To examine the instructional effectiveness of 2 online radiologic science courses that were converted from a face-to-face instruction format.
Archival data were gathered from a sample of convenience (N = 317) to compare 2 years of performance indicators for each course and format. This study also compared course formats in terms of national certification exam results.
The results regarding which delivery type performed better were mixed. However, the national certification exam scores for the patient care section were higher for students who completed face-to-face instruction than for those who had online instruction.
在线课程在所有学科中越来越普遍，许多研究表明，两种教学方法在学生学习成果方面没有显著差异，或者最近表明在线教学更具优势。然而，由于课程内容和对材料掌握程度的期望各不相同，评估包括放射技术在内的不同学科和环境中在线课程的有效性非常重要。
研究两门从面对面教学形式转换而来的在线放射科学课程的教学效果。
从便利样本（N = 317）中收集存档数据，以比较每门课程和形式两年的绩效指标。本研究还根据国家认证考试结果比较了课程形式。
关于哪种授课类型表现更好的结果喜忧参半。然而，完成面对面教学的学生在患者护理部分的国家认证考试成绩高于接受在线教学的学生。
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