PT  - JOURNAL ARTICLE
AU  - Fydryszewski, Nadine A.
AU  - Scanlan, Craig
AU  - Guiles, H. Jesse
AU  - Tucker, Ann W.
TI  - An Exploratory Study of Live vs. Web-Based Delivery of a Phlebotomy Program
AID  - 10.29074/ascls.23.3_Supplement.39
DP  - 2010 Jul 01
TA  - American Society for Clinical Laboratory Science
PG  - 39--45
VI  - 23
IP  - 3 Supplement
4099  - http://hwmaint.clsjournal.ascls.org/content/23/3_Supplement/39.short
4100  - http://hwmaint.clsjournal.ascls.org/content/23/3_Supplement/39.full
SO  - Clin Lab Sci2010 Jul 01; 23
AB  - Changes in student population and increased Web-based education offerings provided the impetus to assess pedagogy, cognitive outcomes and perceptions of course quality.OBJECTIVE: This study explored cognitive outcomes and students' perception of course quality related to the Seven Principles for Good Practice in Undergraduate Education between live classroom delivery, compared to a Web-based delivery of a phlebotomy program.DESIGN: Quasi-experimental; students self-selected to enroll in live or Web-based program.RESULTS: For cognitive outcomes, no significant difference was found between the groups. Student perception of course quality differed only for Principle One (student-instructor contact). Students in the live classroom rated Principle One higher for the Part I course compared to the Web-based group. For the Part II course, there was no significant difference in perception of course quality related to any of the Seven Principles.CONCLUSIONS: The more constructivist pedagogy in the Part II course did not improve cognitive outcomes however, it may have contributed to knowledge retention. The live group rated Principle One in the Part II course evaluation relatively the same as they did for the Part I course evaluation. However, the Web-based group rated Principle One considerable higher for the Part II course than for Part I course. Future studies with a larger sample could explore improved course quality assessment instruments.