Teaching and Learning Experience Enhanced with Internet Visual Resources
Using online videos and visual materials on the internet for both teaching and learning has become increasingly acceptable to both teachers and students from the healthcare discipline, a study by the Faculty of Dentistry has revealed.
Findings from a focus group study on the experience and opinion of 31 students from clinical degree programmes (dentistry, medicine, nursing) showed IVRs, being defined as visual materials openly accessible on the internet, had been searched for and used by students for pre-clinical preparation, post-clinical revision and benchmarking against international peers. Some teachers had utilized IVRs in class, like playing video or searching for animations during lectures.
These visual materials – videos, animation, graphic illustrations and photos on clinical sessions and procedures – were viewed by the respondents as an important supplement to formal learning.
The materials were valued for their convenience in access, user-friendliness and time-saving features, which they could access anywhere, any time.
Despite the benefits brought about by web-based learning, respondents had harboured doubts about the trustworthiness of the content in some IVRs. Some would not try out the clinical procedure as shown in IVRs while others would give it a try only if the tutor allows.
Another major problem encountered by students during their usage of IVR was the discrepancy of contents from what was taught in class. Some would or would not ask their teachers or clinical tutors to clarify the difference.
The students in the focus group had voiced out their preference for videos produced by their home faculties over IVRs with unknown source on the internet, as the scientific quality and trustworthiness of the latter could not be determined.
Gao X, Wong LM, Chow DY, Law XJ & Ching LY. “Learning clinical procedures through Internet visual resources: A qualitative study amongst undergraduate students”, European Journal of Dental Education 19 (2015), 38-43.