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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p246342_index.html Direct Link: HTML Code:

Ried, L. Douglas. and Byers, Katherine. "Comparison of Two Lecture Delivery Platforms in a Hybrid Distance Program" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Jul 19, 2008 <Not Available>. 2009-03-04 <http://www.allacademic.com/meta/p246342_index.html>

Ried, L. and Byers, K. , 2008-07-19 "Comparison of Two Lecture Delivery Platforms in a Hybrid Distance Program" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy <Not Available>. 2009-03-04 from http://www.allacademic.com/meta/p246342_index.html

Publication Type: Abstract Abstract: Objective. To compare students’ academic performance and learning preferences for traditional video streaming versus 4-panel lecture delivery platforms. Methods. Double-blind, crossover research design. Students in one group received lectures on bipolar via traditional video streaming; the other group received 4-panel video presentations. The lecture delivery platforms were crossed-over for the schizophrenia lectures. Students and faculty were blinded to both the campuses and the order the content was delivered. Students’ learning was assessed using their exam scores. Students’ preferences for the lecture presentations were assessed via an internet-based survey. Students’ demographic characteristics, pre-admission academic achievement, current academic performance, and campus assignment were used as control variables. Students’ preference for the lecture delivery platform and platform preference were assessed using logistic and linear regression models. Results. Students’ demographic characteristics and pre-admission academic achievement were similar for those who expressed a preference for the either of the two content delivery platforms with the exception of African-American students. They were more likely to prefer the traditional video streaming (OR = 2.65, 95% CI = 1.18, 5.94). Distance students tended to prefer the 4-panel compared to the Gainesville students (p < .001). Scores were higher with the 4-panel delivery method, but the average difference was not statistically significant. Conclusion. Students’ preferences for platform were split and both platforms were equally effective. Students’ preferences for one learning platform over another did not translate into significant learning differences. The “costs” associated with content development should be a factor in determining which platform to used.

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