Ten Years’ Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology
Abstract
:1. Introduction
2. Methods Section
- Basics in oncology
- Chemical carcinogenesis
- Proliferation
- Metastasis
- Apoptosis
- Principles of chemotherapy
- DNA topoisomerase inhibitors
- Antimitotic drugs
- Platin compounds
- Alkylating agents
- Antimetabolites
- Hormones and antihormones
3. Results and Discussion
Year | Total number of students | E-learning participants | Number of filled questionnaires | Percentage (%, total number of students/e-learning participants) | Percentage (%, total number of students/number of filled questionnaires) | |
---|---|---|---|---|---|---|
summer semester 2003 | 220 | 52 | 20 | 23.64 | 9.09 | |
winter semester 2003 | 180 | 49 | 33 | 27.22 | 18.33 | |
summer semester 2004 | 220 | 96 | 50 | 43.64 | 22.73 | |
winter semester 2004 | 180 | 56 | 37 | 31.11 | 20.56 | |
summer semester 2005 | 180 | 46 | 15 | 25.56 | 8.33 | |
winter semester 2005 | 220 | 41 | 23 | 18.64 | 10.45 | |
summer semester 2006 | 180 | 47 | 18 | 26.11 | 10.00 | |
winter semester 2006 | 180 | 28 | 16 | 5.56 | 8.89 | |
summer semester 2007 | 180 | 35 | 9 | 19.44 | 5 | |
winter semester 2007 | 180 | 42 | 3 | 23.33 | 1.67 | |
summer semester 2008 | 180 | 54 | 30 | 30.00 | 16.67 | |
winter semester 2008 | 180 | 68 | 22 | 37.78 | 12.22 | |
summer semester 2009 | 50 | 20 | 11 | 40.00 | 22.00 | |
winter semester 2009 | 50 | 19 | 1 | 38.00 | 2.00 | |
summer semester 2010 | 50 | 33 | 2 | 66.00 | 4.00 | |
winter semester 2010 | 50 | 11 | 7 | 22.00 | 14.00 | |
summer semester 2011 | 50 | 10 | 5 | 20.00 | 10.00 | |
winter semester 2011 | 50 | 8 | 1 | 16.00 | 2.00 | |
summer semester 2012 | 50 | 8 | 11 | 16.00 | 22.00 | |
winter semester 2012 | 50 | 2 | 3 | 4.00 | 6.00 | |
sum (n) | 2680 | 725 | 317 | |||
% e-learning participants related to total number of students | 27.05% | |||||
% number of filled questionnaires related to total number of students | 11.83% | |||||
% number of filled questionnaires related to e-learning participants | 43.72% |
No. | Question | Response (%) | |||
---|---|---|---|---|---|
yes | no | ||||
1.1. | Do you have access to the internet? | 99.06 | 0.94 | ||
1.2. | Is knowledge obtained from the internet important for your professional career? | 85.62 | 14.38 | ||
1.3. | Is knowledge about the internet important for your professional career? | 75.40 | 24.60 | ||
1.4. | Is your internet connection at home adequate? | 83.00 | 17.00 | ||
1.5. | Is the number of computers for students’ use at your university sufficient? | 52.61 | 47.39 | ||
1.6. | Are the computer rooms for students at your university satisfying? | 74.43 | 25.57 | ||
1.7. | Are the computer room hours rooms sufficiently long? | 85.34 | 14.66 | ||
1.8. | Are the computer room equipment and printers sufficient? | 44.00 | 56.00 | ||
yes | mostly yes | mostly no | no | ||
1.9. | Are you generally satisfied with the internet loading times of the university computers? | 15.51 | 49.17 | 28.38 | 6.93 |
1.10. | Are you generally satisfied with the IT-support at your university? | 19.08 | 71.20 | 9.38 | 0.32 |
No. | Question | Response (%) | |||
---|---|---|---|---|---|
always | often | seldom | never | ||
2.1. | How much does e-learning agree with your personal learning style? | 46.00 | 43.14 | 10.54 | 0.32 |
2.2. | My motivation to learn is determined by extrinsic influences. | 6.05 | 72.61 | 21.34 | 0 |
2.3. | My motivation to learn is determined by my intrinsic desire. | 19.3 | 71.52 | 9.18 | 0 |
2.4. | If I like to learn on a voluntary basis, I attend classes at the university. | 5.99 | 55.52 | 36.91 | 1.58 |
2.5. | If I like to learn on a voluntary basis, I ask experts. | 1.60 | 22.44 | 60.58 | 15.38 |
2.6. | If I like to learn on a voluntary basis, I try to learn material by myself. | 24.29 | 69.72 | 1.89 | 0 |
2.7. | My learning topics are determined by others. | 5.79 | 82.32 | 10.93 | 0.96 |
2.8. | My learning topics are determined by myself. | 3.17 | 54.60 | 41.90 | 0.32 |
2.9. | I like to be guided by learning goals defined by others. | 4.52 | 63.23 | 30.97 | 1.29 |
2.10. | I define my own intensity of learning regarding how much I want to know. | 28.66 | 59.55 | 11.46 | 0.32 |
2.11. | I define my own intensity of learning regarding how much I want to understand. | 41.64 | 51.74 | 6.62 | 0 |
2.12. | I define my own intensity of learning regarding how much I want to apply myself. | 24.92 | 53.99 | 21.09 | 0 |
2.13. | I try to learn the main content by heart. | 53.97 | 38.66 | 7.67 | 0 |
2.14. | I try to understand the main content. | 67.51 | 31.86 | 0.63 | 0 |
2.15. | I prefer to learn alone. | 13.56 | 65.93 | 20.50 | 0 |
2.16. | For optimal learning, I need learning devices. | 10.82 | 48.85 | 39.34 | 0.98 |
2.17. | For optimal learning, I need feedback. | 11.32 | 39.31 | 44.,65 | 4.72 |
2.18. | I need guidance by a teacher. | 4.43 | 27.53 | 60.13 | 7.91 |
2.19. | For optimal learning, I need deadlines. | 22.78 | 48.73 | 22.47 | 6.01 |
2.20. | For optimal learning, I need pre-structured learning content. | 14.87 | 43.67 | 33.23 | 8.23 |
2.21. | I need precise planning regarding the starting time and duration of learning. | 14.56 | 39.16 | 35.92 | 10.36 |
2.22. | I decide by myself, at which location I learn. | 71.75 | 26.35 | 1.90 | 0 |
2.23. | I learn only for examinations. | 4.93 | 65.46 | 26.32 | 3.29 |
2.24. | I learn continuously. | 7.59 | 37.03 | 53.80 | 1.58 |
2.25. | I plan repeating learning phases in regular intervals. | 7.28 | 31.33 | 52.22 | 9.18 |
2.26. | I prepare written excerpts of learning content. | 57.41 | 30.60 | 10.73 | 1.26 |
2.27. | I regularly work with my written records. | 9.49 | 41.46 | 45.25 | 3.80 |
2.28. | I prepare learning maps. | 9.68 | 27.42 | 29.68 | 33.23 |
2.29. | Theoretical content is easy to learn. | 10.73 | 62.46 | 25.24 | 1.58 |
2.30. | Practical content is easy to learn. | 28.06 | 63.41 | 8.20 | 0.32 |
2.31. | I prefer connections between theoretical and practical content. | 34.08 | 57.56 | 8.36 | 0 |
2.32. | I need concrete illustration for optimal learning. | 11.82 | 51.76 | 35.78 | 0.64 |
2.33. | I need practical exercises to try out. | 12.10 | 51.91 | 34.71 | 1.27 |
2.34. | I have reserved learning times in my schedule. | 16.14 | 43.04 | 34.18 | 6.65 |
2.35. | I define personal learning goals. | 34.92 | 53.02 | 12.38 | 0 |
2.36. | I reward myself after finishing my lesson. | 25.40 | 38.73 | 30.79 | 5.08 |
2.37. | I try to specifically apply learned content. | 9.78 | 53 | 36.91 | 0.31 |
2.38. | I imagine application possibilities. | 9.57 | 53.80 | 35.31 | 1.32 |
2.39. | I critically scrutinize learning content. | 15.70 | 48.72 | 32.05 | 3.53 |
No. | Question | Response (%) | |
---|---|---|---|
yes | no | ||
3.1. | Have you used e-learning before? | 10.13 | 90.51 |
3.2. | Do you know of other e-learning offers at your university? | 10.16 | 89.84 |
3.3. | Do you know of other e-learning offers available to you? | 7.01 | 92.99 |
3.4. | Do you miss e-learning offers at your university or one that are otherwise available to you? | 70.38 | 28.66 |
3.5. | Does e-learning play a role in the politics of your university? | 12.72 | 87.28 |
3.6. | If yes, is e-learning covered in official teaching evaluation questionnaires? | 4.31 | 95.69 |
No. | Question | Response (%) | |||
---|---|---|---|---|---|
yes | no | ||||
4.1. | Did you face problems understanding the contents? | 5.16 | 94.84 | ||
exactly right | too biased | ||||
4.2. | Was the focus too much on medicine, on molecular biology, on pharmacy or was the interdisciplinary mix exactly what you liked most? | 97.47 | 2.53 | ||
always | often | seldom | never | ||
4.3. | Was the program download too slow? | 0 | 2.60 | 44.01 | 53.40 |
4.4. | Did you have frequent program interruptions? | 0 | 2.91 | 19.74 | 67.64 |
4.5. | Did you have problems downloading the files? | 0 | 2.21 | 16.61 | 81.19 |
4.6. | Did you have other problems? | 7.43 | 8.55 | 12.27 | 71.75 |
excellent | good | fair | bad | ||
4.7. | How was the presentation of the e-learning lecture regarding content? | 35.44 | 63.61 | 0.95 | 0 |
4.8. | How was the presentation of the e-learning lecture regarding didactics? | 28.16 | 67.41 | 4.43 | 0 |
4.9. | Was the content easy to understand? | 37.66 | 58.86 | 3.48 | 0 |
4.10. | Was the content up-to-date? | 40.06 | 57.05 | 2.88 | 0 |
4.11. | Was the content exciting? | 28.71 | 56.45 | 14.84 | 0 |
4.12. | How was the design of the screen? | 20.83 | 58.65 | 20.51 | 0 |
4.13. | The presentation by the teacher was… | 25.95 | 68.04 | 5.70 | 0.32 |
lots of | many | few | none | ||
4.14. | Are there other courses with similar contents at your university? | 0 | 0.04 | 64.89 | 30.85 |
No. | Question | Response (%) | |||
---|---|---|---|---|---|
very good | good | satisfying | not satisfying | ||
5.1. | How would you score this e-learning lecture? | 32.49 | 61.83 | 5.05 | 0.63 |
absolutely | perhaps | rather not | no | ||
5.2. | Would you recommend this e-learning lecture to other students? | 76.66 | 23.03 | 0.32 | 0 |
5.3. | Would you use e-learning again? | 70.06 | 28.66 | 1.27 | 0 |
5.4. | Did you take advantage of this e-learning lecture for examinations relevant to your curriculum? | 32.15 | 32.15 | 23.47 | 12.22 |
5.5. | Did you take advantage of this e-learning lecture for your professional development? | 35.02 | 46.46 | 18.52 | 0 |
5.6. | Did you take advantage of this e-learning lecture for the general gain of knowledge? | 76.38 | 18.77 | 4.85 | 0 |
5.7. | Do you regard e-learning in general as attractive and future-directed? | 54.61 | 38.49 | 6.91 | 0 |
5.8. | Do you think that e-learning should be implemented in existing programs (“blended learning”)? | 46.60 | 36.89 | 16.50 | 1.62 |
5.9. | The existing traditional programs should be run without e-learning | 5.18 | 16.5 | 38.83 | 39.48 |
5.10. | E-learning-based distance learning is attractive for specific target groups and persons | 63.61 | 31.96 | 4.43 | 0 |
5.11. | E-learning-based distance learning programs should also contain face-to-face teaching | 42.41 | 40.19 | 13.29 | 4.11 |
5.12. | Would you use e-learning for further and continuing education after completion of your undergraduate and graduate programs? | 70.03 | 23.34 | 4.42 | 2.21 |
5.13. | Are you willing to pay for e-learning offers during your later professional further and continuing education? | 24.44 | 47.30 | 21.27 | 6.98 |
4. Conclusions and Perspectives
Acknowledgements
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Efferth, T. Ten Years’ Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology. Educ. Sci. 2013, 3, 1-16. https://doi.org/10.3390/educsci3010001
Efferth T. Ten Years’ Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology. Education Sciences. 2013; 3(1):1-16. https://doi.org/10.3390/educsci3010001
Chicago/Turabian StyleEfferth, Thomas. 2013. "Ten Years’ Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology" Education Sciences 3, no. 1: 1-16. https://doi.org/10.3390/educsci3010001
APA StyleEfferth, T. (2013). Ten Years’ Experience with an E-Learning Lecture Series on Cancer Biology and Pharmacology. Education Sciences, 3(1), 1-16. https://doi.org/10.3390/educsci3010001