Learning styles and preferences for live and distance education: an example of a specialisation course in epidemiology

BMC Medical Education

Mirjam J Knol¹  Rolf HH Groenwold² 

[1] RIVM Center for Infectious Disease Control, Bilthoven, The Netherlands;Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, PO Box 85500, 3508, GA, Utrecht, The Netherlands

关键词: Learning Styles;    Epidemiology;    Distance Education;   

Others  :  1138871
DOI  :  10.1186/1472-6920-13-93

 received in 2012-11-21, accepted in 2013-06-28,  发布年份 2013

【 摘 要 】

Background

Distance learning through the internet is increasingly popular in higher education. However, it is unknown how participants in epidemiology courses value live vs. distance education.

Methods

All participants of a 5-day specialisation course in epidemiology were asked to keep a diary on the number of hours they spent on course activities (both live and distance education). Attendance was not compulsory during the course and participants were therefore also asked for the reasons to attend live education (lectures and practicals). In addition, the relation between participants’ learning styles (Index of Learning Styles) and their participation in live and distance education was studied.

Results

All 54 (100%) participants in the course completed the questionnaire on attendance and 46 (85%) completed the questionnaire on learning styles. The number of hours attending live education was negatively correlated with the number of hours going studying distance learning materials (Pearson correlation −0.5; p < 0.001). The most important reasons to attend live education was to stay focused during lectures (50%), and to ask questions during practicals (50%). A lack of time was the most important reason not to attend lectures (52%) or practicals (61%). Learning styles were not association with the number of hours spent on live or distance education.

Conclusion

Distance learning may play an important role in epidemiology courses, since it allows participants to study whenever and wherever they prefer, which provides the opportunity to combine courses with clinical duties. An important requirement for distance learning education appears to be the possibility to ask questions and to interact with instructors.

【 授权许可】

   
2013 Groenwold and Knol; licensee BioMed Central Ltd.

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