Process

Conversion of paper DLPs to computer modules makes them self-paced and self-directed, enables feedback through access to glossary, text, data, and image-based resources and takes into consideration the variable learning preferences of students by incorporating images, sound and text.

The packages are available in the Faculty of Health Sciences CAL Suite. Students work through the computer-based DLP in scheduled class sessions, proceeding at their own pace, and choosing their own paths of exploration. They can also access the computer-based DLP in non-contact times for self-directed learning. 'Tutor' and 'Overview' buttons provide answers to common navigation questions. At any point, students can leave a DLP or move further into the package. The students are active, answering questions presented in the problems and discussing them in small groups (2/computer). A staff member facilitates and provides feedback during DLP sessions enabling clarification and/or confirmation of ideas and concepts.

Evaluation

Keith's Teeth was evaluated during development, has been used in class since 1995 and was evaluated by first year students in 1995 and 1996. In summary, students were very positive about the computer DLP with respect to the effectiveness of computer DLPs as a learning technique, they enjoyed the learning format, and their interest in the subject was stimulated, the package was easy to follow, and they preferred a computer-based DLP to paper DLPs. Students felt they have a better understanding of the topics and clinical situation under discussion and part of this involved their perception of a more structured and organised package. They appreciated and made good use of the glossary and resource image series. They commented that they could work at their own pace. They appreciated working in smaller groups for the computer DLPs compared with the paper format. DLPs in CAL format run well with one staff member facilitating a group of up to 24 students, requiring 12 personal computers. In terms of reduction of staff numbers involved, this compares favourably with one staff member facilitating groups of 16-18 students when paper-based DLPs are used.

Positive feedback have also been received at conferences where the package has been demonstrated. Computer-based DLPs have now been developed and are used in first year (DLPs 1.3 and 1.4), second year (DLP 2.1). Development of further CAL DLPs and conversion to web-based formats are in progress using a virtual gallery as part of Adelaide Online.