What do we mean by web-based learning? A systematic review of the variability of interventions
- 15 July 2010
- journal article
- review article
- Published by Wiley in Medical Education
- Vol. 44 (8), 765-774
- https://doi.org/10.1111/j.1365-2923.2010.03723.x
Abstract
Educators often speak of web-based learning (WBL) as a single entity or a cluster of similar activities with homogeneous effects. Yet a recent systematic review demonstrated large heterogeneity among results from individual studies. Our purpose is to describe the variation in configurations, instructional methods and presentation formats in WBL. We systematically searched MEDLINE, EMBASE, ERIC, CINAHL and other databases (last search November 2008) for studies comparing a WBL intervention with no intervention or another educational activity. From eligible studies we abstracted information on course participants, topic, configuration and instructional methods. We summarised this information and then purposively selected and described several WBL interventions that illustrate specific technologies and design features. We identified 266 eligible studies. Nearly all courses (89%) used written text and most (55%) used multimedia. A total of 32% used online communication via e-mail, threaded discussion, chat or videoconferencing, and 9% implemented synchronous components. Overall, 24% blended web-based and non-computer-based instruction. Most web-based courses (77%) employed specific instructional methods, other than text alone, to enhance the learning process. The most common instructional methods (each used in nearly 50% of courses) were patient cases, self-assessment questions and feedback. We describe several studies to illustrate the range of instructional designs. Educators and researchers cannot treat WBL as a single entity. Many different configurations and instructional methods are available for WBL instructors. Researchers should study when to use specific WBL designs and how to use them effectively.Keywords
This publication has 40 references indexed in Scilit:
- Instructional Design Variations in Internet-Based Learning for Health Professions Education: A Systematic Review and Meta-AnalysisAcademic Medicine, 2010
- Learning in a Virtual World: Experience With Using Second Life for Medical EducationJournal of Medical Internet Research, 2010
- Measuring Motivational Characteristics of Courses: Applying Kellerʼs Instructional Materials Motivation Survey to a Web-Based CourseAcademic Medicine, 2009
- Computer animations in medical education: a critical literature reviewMedical Education, 2009
- A Survey of Health-Related Activities on Second LifeJournal of Medical Internet Research, 2009
- Virtual patients: a critical literature review and proposed next stepsMedical Education, 2009
- Adapting Web-based Instruction to Residents’ Knowledge Improves Learning EfficiencyJournal of General Internal Medicine, 2008
- Computer-based animations and static graphics as medical student aids in learning home safety assessment: a randomized controlled trialMedical Teacher, 2008
- Enriched rater training using Internet based technologies: A comparison to traditional rater training in a multi-site depression trialJournal of Psychiatric Research, 2006
- The Incremental Value of Internet-based Instruction as an Adjunct to Classroom InstructionAcademic Medicine, 2001