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Learner-generated versus author-provided computer-based flow diagrams in medical education

Kononowicz A. A., Kenig J.

Bio-Algorithms and Med-Systems

2013

Vol. 9, no. 1

37--44

Graphic organizers are popular tools which support meaningful learning. The aim of this study was to compare the learning outcomes of two educational scenarios involving the use of learner-generated or author-provided flow diagrams. Thirty-six third to fifth year medical students worked in pairs in the ‘Bit Pathways’ computer-aided learning environment. The group using author-provided graphic organizers performed significantly better on a knowledge retention test 1 month after the learning activity, requiring less preparatory time than the group generating their own graphic organizers (Cohen’s d effect size=0.84, p=0.03). Students liked both learning activities; however, the preference for learning-by-viewing was clear. Students’ quality of flow diagrams were correlated positively with the outcomes of the knowledge post-test (Spearman’s R=0.75, p=0.03). The generally poor quality of learner-generated diagrams indicated that better guided instructional designs for the learning-by-doing scenario are needed. This paper outlines further development directions of both tested scenarios.

Educational decision diagrams in biomedical and life sciences - experience gained from introducing into anthropology classes

Stachoń A. J., Kononowicz A. A.

Bio-Algorithms and Med-Systems

2011

Vol. 7, no. 1

17--22

Abstract Graphic organizers are visual knowledge representations believed to be helpful in understanding relationships between concepts and processes. The goal of this study was to verify whether replacing a linear textbook chapter with an interactive graphic organizer improved students’ reaction, knowledge retention and transfer in an anthropology class. The applied graphic organizer, an educational decision diagram in recognizing human developmental age based on dentition, was created using the Bit Pathways tool. Students were randomly divided into two groups, one using an interactive, web-based graphic organizer, the other using traditional textbook chapter. After a week students were tested on retaining knowledge and practical skills. No statistically significant differences in learning effect could be observed between the experimental and control group. Nevertheless, the results of students satisfaction survey show that students actually enjoyed the class, appreciated innovation in their learning activities and subjectively assessed the pathway as more interesting and effective than the textbook chapter.