Öz
Aim: The telepresence technology is the next best thing to being there in person as though sitting together at the same table instead of separated by distances. In this study, it is aimed to investigate the effectiveness of telepresence technology on medical students’ success as an alternative teaching method comparing with face-to-face teaching method in the pathology course.
Methods: A quantitative method was used in this study with ( totally N 93) 53 students for the Face-to-Face Teaching Group and 40 students for the Telepresence Teaching Group were used. Measurements were done by “End of Subject Test” and” Final Exam” and repeat times of videos were recorded. The data were analyzed by ANCOVA, one-way ANOVA, Bonferroni correction test, correlation and students’ t test.
Results: When End of Subject Test grades was analyzed, the average of the Face-to-Face Teaching Group’s average points was 12,86 points higher than the Telepresence Teaching Group’s average points. For the Final Exam, the average points of the Face-to-Face Teaching Group were 1,12 points higher than average points of Telepresence Teaching Group. When course repeat times were analyzed it was seen that the Telepresence Teaching Group had spent 19,75 minutes more than the Face-to-Face Teaching Group and have an improving effect on both groups students’ success. And correlation analysis showed that 32,5 % of the success of Telepresence Teaching Group and 28,6 % of the success of Face-to-Face Teaching Group result from course video repetition.
Conclusions: The outcomes show no statistical difference between success rates and retention of medical students having courses face-to-face and via telepresence method. And it was seen that “repeat times” had a significant effect on student success.
Anahtar Kelimeler
Telepresence technology distance education multimedia medical education
Kaynakça
- 1. Keser,H. Çağdaş Eğitim Teknolojileri Ve Okulda Etkin Kullanımı. Yönetici Adaylarının Eğitimi Semineri. Ankara. .1999.2. Butler.L., Kisber, L. Teaching and Learning in the Digital World: Possibilities and Challenges. Spring 2013 Vol. 6 No. 23. Várallyai,L., Herdon, M., Burriel, C., Tamás, J., Riczu,P., Pancsira. P.). A Collaborative Virtual Learning Environment for Agro-Forestry Trainings, 20154. Theobald, D., Ittelson, J. C. Facing the world: Telepresence in education. Berkeley, CA: The California State University, 2012.5. Telepresence24. The difference between Video Conference, Telepresence and Immersive Telepresence, 2012. Retrieved from http://www.telepresence24.com/2012/10/28/the-difference-between-video-conference-and-immersive-telepresence/6. Garrison, D. R., Anderson, T., Archer, W. Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 2001, 15(1), 7–23. doi:10.1080/089236401095270717. Mason, S., Davis M. Teacher's Guide To Videoconferencing, Northwest Regional Educational Laboratory, 20008. The Northeast Texas Consortium (Netnet ). Guide To Internet Course Design And Development, 2003. Retrieved from http://www.Netnet.Org9. Singh, H. Building Effective Blended Learning Programs,2003. Retrieved from http://www.bookstoread.com/framework/blended-learning.pdf 10. Teaching and Learning Centre. Blended Learning, 2004. Retrieved from http://commons.ucalgary.ca/documents/blendedlearning_2.pdf 11. Clark, R. C., Mayer, R. E. E-learning and the science of instruction. San Francisco:Pfeiffer, 201112. Sadoski. M.. Applications And Extensıons Of Dual Codıng Theory Challenges And Controversıes, 2009 Retrieved from http://www.education.com/reference/article /dual-coding-theory/13. University Of Malta.. A Guide to Videoconferencing .Version 3.0. 2013. Retrieved from http://www.csc.um.edu.mt adresinden 14.Therese, O.B. Multimodal student interaction online: an ecological perspective. ReCALL, 2009. 21, pp 186-205.15. Parlakkilic, A.. Bridging the gap with distance education students: Telepresence. In: E. Gulsun & Y. Volkan (eds.). Handbook of research on emerging priorities and trends in distance education: Communication, pedagogy, and technology. Hershey, PA: IGI Global, 2014, 294–307.16.Lichtman, H.S.Creating telepresence environments, 2013. Retrieved from http://www.webto-rials.com/main/resource/papers/telepresence/pa-per5/Creating_Telepresence_Environments.pdf17.MacLaughlin, E. J., Supemaw, R. B., & Howard, K. A. (2004). Impact of Distance Learning Using Videoconferencing Technology on Student Performance. American Journal of Pharmaceutical Education, 68(3).18.Guidera, S. G. Perceptions of the effectiveness of online instruction in terms of the seven principles of effective undergraduate education. Journal of Educational Technology Systems, 2004, 32(2& 3), 139–178. 19. MacLeod, A., Kits,O.,Mann, K., Tummons, J., & Wilson, K., W. The invisible work of distributed medical education: exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers, Advances in Health Sciences Education, 201620.Allan,R, Telepresence In Medicine, 2008. Retrieved from http://www.electronicdesign.com/displays/telepresence-medicine
Öz
Amaç: Televaroluş teknolojisi, mesafelerle ayrılmak yerine aynı masada birlikte oturmuş gibi, bizzat orada olmak için en iyi yöntemlerden biridir. Bu çalışmada, televaroluş teknolojisinin tıp öğrencilerinin başarısı üzerindeki etkilerini, patoloji dersinde yüz yüze öğretim yöntemiyle karşılaştırarak alternatif bir öğretim yöntemi olarak araştırılması amaçlanmıştır.
Gereç ve Yöntem: Araştırma nicel yöntemle Yüz Yüze Öğretim Grubu için 53 öğrenci ve Televaroluş Öğretim Grubu için 40 öğrenci ile toplam 93 kişilik bir öğrenci grubu ile yapılmıştır. Veri toplama araçları olarak “Konu Sonu Testi” ve “Final Sınavı” kullanıldı, ve videoların tekrar süreleri kaydedildi. Veriler ANCOVA, tek yönlü ANOVA, Bonferroni düzeltme testi, korelasyon ve t testi ile analiz edildi.
Bulgular: Konu Sonu Testi notları incelendiğinde, Yüz Yüze Öğretim Grubu’nun ortalama puanlarının ortalaması Televaroluş Öğretim Grubu’nun ortalama puanlarından 12.86 puan daha yüksekti. Final Sınavı için Yüz Yüze Öğretim Grubu'nun ortalama puanları Televaroluş Öğretim Grubu'nun ortalama puanlarından 1,12 puan daha yüksekti. Ders tekrarı süreleri incelendiğinde, Televaroluş Eğitim Grubunun Yüz Yüze Eğitim Grubundan 19,75 dakika daha fazla geçirdiği ve her iki grubun da öğrencilerin başarısını iyileştirici bir etkisi olduğu görülmüştür. Korelasyon analizi Televaroluş Eğitim Grubunun başarısının% 32,5'inin ve Yüz Yüze Öğretim Grubunun başarısının% 28,6'sının ders video tekrarından kaynaklandığını göstermiştir.
Sonuç: Sonuçlar, yüz yüze ders alan ve televaroluş yöntemi ile başarı oranları ile derslerin devamındaki tıp öğrencilerinin tutulması arasında istatistiksel bir fark göstermemektedir. Aynı zamanda “tekrar zamanlarının” öğrencinin başarısı üzerinde önemli bir etkisi olduğu görülmüştür.
Anahtar Kelimeler
Kaynakça
- 1. Keser,H. Çağdaş Eğitim Teknolojileri Ve Okulda Etkin Kullanımı. Yönetici Adaylarının Eğitimi Semineri. Ankara. .1999.2. Butler.L., Kisber, L. Teaching and Learning in the Digital World: Possibilities and Challenges. Spring 2013 Vol. 6 No. 23. Várallyai,L., Herdon, M., Burriel, C., Tamás, J., Riczu,P., Pancsira. P.). A Collaborative Virtual Learning Environment for Agro-Forestry Trainings, 20154. Theobald, D., Ittelson, J. C. Facing the world: Telepresence in education. Berkeley, CA: The California State University, 2012.5. Telepresence24. The difference between Video Conference, Telepresence and Immersive Telepresence, 2012. Retrieved from http://www.telepresence24.com/2012/10/28/the-difference-between-video-conference-and-immersive-telepresence/6. Garrison, D. R., Anderson, T., Archer, W. Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 2001, 15(1), 7–23. doi:10.1080/089236401095270717. Mason, S., Davis M. Teacher's Guide To Videoconferencing, Northwest Regional Educational Laboratory, 20008. The Northeast Texas Consortium (Netnet ). Guide To Internet Course Design And Development, 2003. Retrieved from http://www.Netnet.Org9. Singh, H. Building Effective Blended Learning Programs,2003. Retrieved from http://www.bookstoread.com/framework/blended-learning.pdf 10. Teaching and Learning Centre. Blended Learning, 2004. Retrieved from http://commons.ucalgary.ca/documents/blendedlearning_2.pdf 11. Clark, R. C., Mayer, R. E. E-learning and the science of instruction. San Francisco:Pfeiffer, 201112. Sadoski. M.. Applications And Extensıons Of Dual Codıng Theory Challenges And Controversıes, 2009 Retrieved from http://www.education.com/reference/article /dual-coding-theory/13. University Of Malta.. A Guide to Videoconferencing .Version 3.0. 2013. Retrieved from http://www.csc.um.edu.mt adresinden 14.Therese, O.B. Multimodal student interaction online: an ecological perspective. ReCALL, 2009. 21, pp 186-205.15. Parlakkilic, A.. Bridging the gap with distance education students: Telepresence. In: E. Gulsun & Y. Volkan (eds.). Handbook of research on emerging priorities and trends in distance education: Communication, pedagogy, and technology. Hershey, PA: IGI Global, 2014, 294–307.16.Lichtman, H.S.Creating telepresence environments, 2013. Retrieved from http://www.webto-rials.com/main/resource/papers/telepresence/pa-per5/Creating_Telepresence_Environments.pdf17.MacLaughlin, E. J., Supemaw, R. B., & Howard, K. A. (2004). Impact of Distance Learning Using Videoconferencing Technology on Student Performance. American Journal of Pharmaceutical Education, 68(3).18.Guidera, S. G. Perceptions of the effectiveness of online instruction in terms of the seven principles of effective undergraduate education. Journal of Educational Technology Systems, 2004, 32(2& 3), 139–178. 19. MacLeod, A., Kits,O.,Mann, K., Tummons, J., & Wilson, K., W. The invisible work of distributed medical education: exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers, Advances in Health Sciences Education, 201620.Allan,R, Telepresence In Medicine, 2008. Retrieved from http://www.electronicdesign.com/displays/telepresence-medicine
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Sağlık Kurumları Yönetimi |
| Bölüm | Orjinal Araştırma |
| Yazarlar | |
| Yayımlanma Tarihi | 31 Ağustos 2019 |
| Gönderilme Tarihi | 22 Şubat 2019 |
| Yayımlandığı Sayı | Yıl 2019 |