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Künzel, R.: Neue Medien in Lehre und Studium : Zu den Empfehlungen der Hochschulrektorenkonferenz (1998) 0.04

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Source: Bibliothek: Forschung und Praxis. 22(1998) H.1, S.18-21

Wood, F.; Ford, N.; Miller, D.; Sobczyk, G.; Duffin, R.: Information skills, searching behaviour and cognitive styles for student-centred learning : a computer-assisted learning approach (1996) 0.04

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Source: Journal of information science. 22(1996) no.2, S.79-92

¬The digital university : building a learning community (2002) 0.02

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Date: 22. 3.2008 14:43:03
Editor: Hazemi, R. et al

Aken, R.; Olson, L.: Application report : Computer-assisted-instruction in academic libraries (1986) 0.02

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Schulmeister, R.: Grundlagen hypermedialer Lernsysteme : Theorie, Didaktik, Design (1996) 0.02

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Walker, R.: Neuronale Netze : elektronische Weiterbildung unter WINDOWS (1992) 0.02

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Bode, R.: ¬Der Pinguin als Pädagoge : Computerbranche lockt die Kids verstärkt mit Lernsoftware (1996) 0.02

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Bibliotheken und lebenslanges Lernen : Lernarrangements in Bildungs- und Kultureinrichtungen (2001) 0.02

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Content: Enthält u.a. die Beiträge: PUHL, A.: Besucherinteressen: Bedarf als Ausgangspunkt innovativer Umsetzungen; STANG, R.: Anforderungen an zukünftige Lernarrangements; UMLAUF, K.: Die Öffentliche Bibliothek als Lernort; BEHRENS, H. u.a.: Lernsettings in Kultureinrichtungen; JOULY, H.: Bibliothek 21, Stuttgart - Stationen auf dem Weg in die Zukunft; PUHL, A.: Lernateliers: Formen einer zukünftigen Lernunterstützung in Bibliotheken; STANG, R.: Kunsträume: Kunstbezogene Angebote als Eckpfeiler der Bibliotheksarbeit
Editor: Stang, R.

Dirks, H.: Lernen im Internet oder mit Gedrucktem? : Eine Untersuchung zeigt: Fernunterrichts-Teilnehmer wollen beides! (2002) 0.02

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Date: 11. 8.2002 15:05:22

Wood, A.D.G.: Instructional technology in the business environment (1995) 0.02

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Source: Multimedia today. 3(1995) no.1, S.18-22

Newton, R.: Multimedia for teaching information retrieval : development of Computer Assisted Learning (1995) 0.02

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Stang, R.: Lernarrangements und Wissensangebote gestalten : Anregungen für Kultur- und Weiterbildungseinrichtungen (2002) 0.02

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Computerunterstütztes Lernen (2000) 0.02

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Editor: Kammerl, R.

Koltay, T.: ¬A hypertext tutorial on abstracting for library science students (1995) 0.02

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Date: 27. 1.1996 18:22:06

Hefner, D.: ¬The CBT (r)evolution and the authoring engine that drive it (1996) 0.01

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Thomas, N.R.: Planning and developing cross-platform interactive multimedia library instruction (1997) 0.01

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Date: 27.11.1995 17:07:22

Robinson, D.A.; Lester, C.R.; Hamilton, N.M.: Delivering computer assisted learning across the WWW (1998) 0.01

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Date: 1. 8.1996 22:08:06

Goeller, K.E.: Web-based collaborative learning : a perspective on the future (1998) 0.01

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Date: 1. 8.1996 22:08:06

Brusilovsky, P.; Eklund, J.; Schwarz, E.: Web-based education for all : a tool for development adaptive courseware (1998) 0.01

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Date: 1. 8.1996 22:08:06

Mehrabi, A.; Leisenberg, D.; Zachariou#, Z.; Schwarzer, H.; Benner, A.; Zumbach, J.; Reimann, P.; Ruggiero, S.; Herfarth, C-; Kallinowski, F.: Evaluation eines interaktiven multimedialen Lernmoduls in der chirurgischen Ausbildung : Evaluation eines multimedialen chirurgischen Lernmoduls 0.01
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Abstract

In einer empirischen Untersuchung wurde eine mittels Macromedia Director 6.0 entwickelte Lernsoftware zum Thema "Routineeingriffe in der Kinderchirurgie" evaluiert. Das multimediale Lernprogramm wurde an einer Stichprobe von 121 Medizinstudenten hinsichtlich gestalterischer Merkmale, motivationalen Effekten, Einstellungen und Maßen des Wissenserwerbes untersucht. Es wurden 121 Medizinstudenten randomisiert (medianes Alter 24; Spannweite: R=21-33) in 2 Gruppen aufgeteilt. Diese haben sich über 90 Minuten entweder mit dem Lernprogramm (CBT: n=71) oder in einem Seminar (Kurs: n=50) auf den Lernstoff vorbereitet. Eine Woche nach der Lernphase wurde mittels MC-Fragen ein Wissenstest durchgeführt. Nach einem zusätzlichen Bed-Side-Teaching für beide Gruppen wurden die Studenten durch den Dozenten geprüft. Hierbei wurde der klinische Umgang, der Problemzugang und die chirurgische Entscheidungsfindung evaluiert. Bezüglich des Wissenstestes zeigte sich zwischen beiden Gruppen ein statistisch signifikanter Unterschied zugunsten der CBT-Bedingung (P < 0.001) (CBT: Median=5; R=2.67 - 9.2 Punkte von 10 vs. Kurs: Median=3.16; R=1.0-7.0 Punkte). Beim Vergleich der beiden Gruppen hinsichtlich der evaluierten Faktoren wie klinischem Umgang, Angehen von Problemen und chirurgischer Entscheidungsfindung zeigte die CBT-Gruppe ein im Durchschnitt um 25% besseres Ergebnis gegenüber der Kontrollgruppe. Aufgrund der durchgeführten Untersuchung kann festgestellt werden, daß Lehr-Lernmodule in der Chirurgie zur signifikanten Steigerung der Vermittlung medizinischen Wissens und zur verbesserten Ausbildung des deduktiven Denkens führen.

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