CHARACTERIZATION OF HIGH LEVEL AND LOW LEVEL USERS OF ONLINE LECTURES: PATTERNS OF USE AND LEARNING STYLES

Gary L. Nieder*, John C. Pearson, Nicole J. Borges and Dean X. Parmelee, Wright State University Boonshoft School of Medicine, Dayton OH, 45435 U.S.A.

PURPOSE: The use of online lectures, the exclusive mode for core content delivery in the gross anatomy course at WSUBSOM, varies markedly between students. This study characterizes high level users versus low level users in terms of usage patterns and learning style preference.

METHODS: Course content was presented in 52 online lectures comprised of html pages. A secure server logged individual student access permitting online viewing behaviors to be tracked. Students had previously completed the Grasha Reichmann Student Learning Style Scale (GRSLSS). Patterns of online use were correlated with course performance and learning style.

RESULTS: Students were grouped into quartiles by total page downloads. 'High users' averaged 4063 page views during the course while 'low users' averaged 1549. With both groups, hourly activity peaked during late morning-early afternoon and evening, and total activity was highest on Wednesdays and lowest on Fridays. High users accessed more lectures the day before major exams. High users were significantly more 'competitive' in their learning style than low users; 'high competitives' averaged 3124 pages compared to 2590 for 'low/medium competitives' and exhibited higher use before exams. However, exam grades were not correlated with any GRSLSS style preference.

CONCLUSION: High and low users show differences in online lecture use for test preparation. High users tend to fit the competitive GRSSLSS style; they use online lectures more and in a different pattern than do low/medium competitive students. Differences in online lecture usage are not correlated with exam performance.