Learning outcomes in medical informatics: comparison of a WebCT course with ordinary web site learning material.

Abstract

The purpose of this study is to compare whether students' learning outcomes would be better in a designed learning environment (WebCT) than in a conventional web site (WWW) with similar course material but without special learning tools. Third-year medical students in an introductory course on medical informatics at the University of Helsinki, Finland. Students were randomly assigned to a WebCT group (n=39) and a WWW group (n=46). The students in the WebCT group utilized the course material in general discussion groups, special discussions about lectures, quizzes and students' own notes. The WWW group had access only to the course material. The learning outcome was assessed by administering an on-line examination and the learning experience of the students was assessed by an on-line quiz. The course grade was significantly higher in the WebCT group as compared to the WWW group. This finding was more prominent among females. The students of the WebCT group also experienced significantly more improvement in collaboration with the use of computers than the students in the WWW group. Based on our results, web-based learning seems to be more effective when students are provided with specially designed learning tools.