The Effect of e-learning Approach on Students’ Achievement in Biomedical Instrumentation Course at Palestine Polytechnic University

Abstract

E-learning is widely used in universities and other organizations all over the world, either to support classroom learning or on its own. The Palestine Polytechnic University (PPU) is no exception. Usually, a special kind of web-based content management system is used for running elearning courses. These systems hold all the course content and information of the students and also provide the interactive tools to support learning process. While using such systems makes the e- learning experience much easier, it also induces some problems like the heterogeneous previous knowledge of the students. The attitude of students towards e-learning or learning content management systems is also an important factor in e-learning. There have not been any major surveys in the PPU in that regard. With newly developing multimedia technologies, incorporating simultaneous presentations of narration, images, and text, the possibilities for instruction are vast. Yet, how and when should educators use these technologies in the most effective ways to enhance learning? This is the driving question behind this research: What is the effectiveness and usefulness of using multimedia in e-learning approach in teaching the Biomedical Instrumentation course for students of Biomedical Engineering Program in the Palestine Polytechnic University? In this study, an experimental group of (14) students was examined after studying a course using e-learning approach. The instructional design approach was used. I have used the ElGazzar Instructional Design Model (2002) since it was proved to be simple and efficient. The course was implemented using MOODLE-LMS. The students’ achievement was examined before and after the experiment. The research results proved that there is a significant increase in gain in achievement. The e-learning has achieved efficiency greater than (80%) in achievement. Also, the e-learning has achieved efficiency greater than (1.2) measured with respect to Black’s Gain Ratio in achievement. Also, the e-learning has achieved efficiency greater than (0.6) measured with respect to McGugian’s Gain Ratio in achievement. The elearning has achieved larger effect size (more than 0.14) on achievement.