June 26, 2011
June 26, 2011
June 29, 2011
22.24.1 - 22.24.11
A Comparative Study of Classroom Learning and Online Learning on Medical Imaging with Computer Lab ExercisesAbstract“Medical Imaging” is an important subject in most bio-medical and bio-engineering curricula. Itis a multi-discipline subject involves studies in biology, physics, mathematics, electricalengineering, and computer science. To effectively offer this as an introductory undergraduatecourse, we designed a series of computer lab exercises for students to observe the computationaland physical processes of medical imaging modalities, and to practice computing skills on bio-medical signal processing. The software development is partially supported by an NSF CCLIgrant."Medical Imaging" is a required course in the undergraduate BME program at Stevens Instituteof Technology. This course is offered each year in Fall semester as a regular on-campus course,and in Spring semester as an on-line course. We started the deployment and assessment of theselab exercises in Fall 2008, and by May 2010 we have obtained the assessment results for twoconsecutive years. These results enable us to study student learning behaviors and performancein many different ways. In particular, we attempt to have a comparative study on studentexperience in these computer-based lab exercises during the regular on campus sections andduring asynchronous online sections.Our assessment is currently based on student survey. We designed a simple set of surveyquestions for students to complete after each lab exercise. The questions include the scales ofstudent's understand of a certain concept before and after the lab exercise, the scale of knowledgepreparation for the lab exercise, the time spent on the lab exercise, and the need for lab designimprovement.In this study we introduce two metrics based on the survey results: perceived performanceimprovement index (PPII) and normalized difficulty index (NDI). We compare the PPIIs andNDIs of students from two on-campus sections and two online sections. Our overall observationindicates that students perceived similar learning experience from these two teaching modes.This finding is indeed encouraging in term of promoting online learning.In our final paper we will report the details of these two learning modes, the analysis of allassessment results, and some discussions on the differences between the learning experiencesand performances of these learning modes.
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