Department of Cariology and Comprehensive Care, College of Dentistry, New York University, New York, NY 10010, USA.
J Dent Educ. 2011 Jun;75(6):817-22.
The purpose of this project was to describe dental students' use of lecture podcasts versus written lecture transcripts as learning aids under three different circumstances: studying for an exam, reviewing an attended lecture, and reviewing a missed lecture. Additional analyses were performed to see whether demographic differences (e.g., age, gender, language skills, and computer skills) or grade differences were associated with preferences for using podcast versus written lecture transcripts of class notes. Fifty-one percent (n=171) of the second-year dental students at the New York University College of Dentistry voluntarily participated in this survey. The major findings were that 1) a high percentage of students (70-92 percent) used one or both aids in all three utilization circumstances with a consistent preference for podcast use, especially when reviewing a missed lecture; 2) course grades were not associated with the preferred use of either lecture aid; and 3) over half the students listened to the podcasts at speeds that were one and one-half or two times faster than normal speech, especially younger students. Further studies are warranted to delve into the current student generation's preferred learning styles and the resultant learning outcomes associated with those preferences.
本项目的目的是描述牙科学生在三种不同情况下（备考、复习已听讲座、复习错过的讲座）使用讲座播客与书面讲座讲稿作为学习辅助工具的情况。还进行了其他分析，以确定人口统计学差异（例如年龄、性别、语言技能和计算机技能）或成绩差异是否与使用播客与书面讲座讲稿的偏好相关。纽约大学牙科学院的 51%（n=171）的二年级牙科学生自愿参与了这项调查。主要发现是：1） 大多数学生（70-92%）在所有三种使用情况下都使用了一种或两种辅助工具，对播客的使用偏好一致，尤其是在复习错过的讲座时；2） 课程成绩与两种讲座辅助工具的首选使用均无关联；3） 超过一半的学生以正常语速的 1.5 倍或 2 倍的速度收听播客，尤其是年轻学生。需要进一步研究以深入了解当前学生群体的偏好学习方式以及与这些偏好相关的学习成果。
