Abstract

This case study examined medical students' perceptions of a Course Management System (CMS) in facilitating learning and performance, based on the application of "deep learning" principles to the design of an integrated curriculum delivered via the CMS. 110 medical students (75% of first year cohort) completed a two component survey, eliciting their perceptions of usefulness and learning efficacy of features embedded in the CMS. Cronbach's alpha coefficients for the components were .85 and .79 respectively. Students' responded favorably to pedagogical interventions implemented via the CMS, notably communication, formative assessments and individualized feedback. This study demonstrates that deep learning principles applied to the design of course presentations exploiting standard features of CMS's are favorably perceived by students. Thus their ability to be construed as "cognitive tools" should be systematically examined in further studies.

Citation

Relan, A. & Krasne, S. (2005). Medical Students’ Perceptions of a Course Management System in Facilitating Learning and Performance. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3604-3609). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/primary/p/20640/.

© 2005 Association for the Advancement of Computing in Education (AACE)

Keywords

• course management system
• Learning Management Systems
• Students