The selection and use of communication media has been the center of attention for a great number of researchers in the area of organizational communication. The channel expansion theory combines elements of the main theories in this area; however, these investigations have a static cross-sectional design rather than a longitudinal analysis. With the objective of filling this gap, we research how the perception of media richness varies over time with a longitudinal study. The results suggest that the perception of richness of a channel by different individuals is different but that those variations due to a change in acquired experiences, are influenced in a similar and significant way by all individuals over time.
Background: e-status is a web-based tool able to generate different statistical exercises and to provide immediate feedback to students’ answers. Although the use of Information and Communication Technologies
(ICTs) is becoming widespread in undergraduate education, there are few experimental studies evaluating its effects on learning.
Method: All of the students (121) from an introductory course for statistics in dentistry were randomly assigned to use the tool with one of two 6-problem sets, known as types A and B. The primary endpoint was the grade difference obtained in the final exam, composed of two blocks of questions related to types A and B. The exam evaluator was masked to the intervention group.
Results: We found that the effect of e-status on the student grade was an improvement of 0.48 points(95% CI:0.10-0.86) on a ten-point scale. Among the 94 students who actually employed e-status, the effect size was 0.63 (95% CI: 0.17-1.10).
Conclusions: It is feasible to formally assess the learning effect of an innovative tool. Providing e-status exercises to students has a direct effect on learning numerical operations related to statistics. Further effects on higher cognitive levels still have to be explored.
Monguet, J.M.; Cadima, R.; Ferreira, C.A.; Fernandez, J.; Ojeda, J. Computers and education Vol. 54, num. 4, p. 1233-1240 DOI: 10.1016/j.compedu.2009.11.009 Data de publicació: 2009-11-24 Article en revista