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Association: Name: American Association of Colleges of Pharmacy URL: http://www.aacp.org
Citation: URL: http://www.allacademic.com/meta/p261090_index.html Direct Link: HTML Code:

Suda, Katie., Franks, Andrea., McKibbin, Trevor., Wang, Junling. and Smith, Eugene. "Differences in student performance based on student and lecture location when using distance learning technology" 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/p261090_index.html>

Suda, K. J., Franks, A. , McKibbin, T. , Wang, J. and Smith, E. B. , 2008-07-19 "Differences in student performance based on student and lecture location when using distance learning technology" 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/p261090_index.html

Publication Type: Abstract Abstract: Objectives: The University of Tennessee has launched a second, geographically separate campus where educational content is delivered by synchronous distance learning technology. The objective of this study is to assess student performance in the Clinical Literature Evaluation course taught to third-year professional students across two campuses. Methods: Major course components were compared by student location. Performance on exam questions was stratified by student and lecturer location. Students also completed an anonymous survey on distance education. Statistical analysis was performed in SAS 9.1 (Cary, NC); a p value <0.05 was considered significant. Results: 79% of the lectures originated from the Memphis campus while 21% originated from the Knoxville campus. There was no difference in cumulative grade point averages (GPA) between students on the two campuses. After adjusting for GPA, there was no difference between groups on overall course grades, projects, or the first two exams. However, 81% of Knoxville students received a grade of “A” compared to 54% of Memphis students (p=0.004). Knoxville students had higher scores on the biostatistics exam that was delivered completely from Memphis, even after controlling for GPA (p=0.048). Based on responses from the student survey, more Knoxville-based students liked distance learning (p=0.01) and learned just as much, regardless of the lecturer’s location (p=0.005) than Memphis-based students. Implications: Lectures delivered live from a geographically distant site may not negatively impact student performance. Students who are primarily at the distant site had a more positive perception of synchronous distance learning technology.

Monitoring Student Performance Following Distance Learning of Anatomy and Pathophysiology in the CSU/UT Partnership

Comparison of Student Performance in Cooperative Learning and Traditional Lecture-based Advanced Physiology Courses.

Impact of technology-based case conference workshop on student learning, problem solving skills and satisfaction.

Use of Asynchronous Web-Based Discussion Board by Students to Enhance Student-to-Student Learning in a Distance Education Course.

Performance Differences of Proficient and Non-Proficient Students on Standards-Based Tests