EVALUATING DIFFERENCES IN TEST ACHIEVEMENT OF MEDICAL DOSIMETRY STUDENTS PARTICIPATING IN INSTRUCTION WITH SYNCHRONOUS VERSUS ASYNCHRONOUS VIDEO CONSIDERING PERSONAL LEARNING STYLE AND BLOOM'S TAXONOMY LEVEL
Date of Award
Doctor of Philosophy
Workforce Education and Development
Waugh, C. Keith
The purpose of this study was to determine the dominant learning style of dosimetry students. The study also investigated to see if there was a significant difference in test performance based on synchronous/asynchronous participation, specific learning style, and the Bloom's taxonomy level of the test questions. To conduct the study, 25 medical dosimetry students enrolled at an accredited university were studied. Fifteen students participated in the course through a synchronous format using live video conferencing. Ten students used streaming video for their instruction in an asynchronous format. To determine the students' learning styles, Kolb's Learning Style Inventory was used. Findings from the study indicated the most common learning styles of dosimetry students were converging and assimilating. The study also found no significant differences in test performance by students based on synchronous or asynchronous class participation, individual learning style, or the item's Bloom's taxonomy level. Even though no significant differences were found, this study offers insight to potential students and dosimetry educators about taking or offering distance education courses.
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