David Cook.
Academic Medicine
June 2005, Vol. 80, Issue #6, pg. 541-548.
Review by: Linda Heun, Ph.D. <lheun@aacom.org>
The author reiterates earlier arguments that media comparative research in learning is futile because there is no true comparison group and reinforces instead a novel framework for computer-based instructional design. He posits that comparisons within types of computer-based learning (CBL) are important and will produce results that can be generalized to other settings.
To avoid confounding results, the author suggested that research be done within levels, specifically for CBL between differences in configuration, in instructional method, and in the presentation. Research should focus on when to use CBL and how to use it most effectively. Specifically, he lists the themes and outcomes for comparative research in CBL as follows:
- Themes --adaptation to individual differences --just-in-time learning --simulation --integration
- Outcomes --patient and practice-oriented outcomes --outcomes unique to CBL --costs --Cognitive structuring
For each area he describes prior research and future directions.
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