Claims

The e-learning group needed far less time for reading and learning than the traditional group

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? The control group's CME program took 6 hours in a day while the experimental group took about 120±18 minutes. → Omrani 2012

Evidence

Omrani 2012

Omrani, S., Fardanesh, H., Hemmati, N., & Hemmati, N. (2012). Exploring an appropriate instructional design model for continuing medical education. Turkish Online Journal of Distance Education, 13(3). https://eric.ed.gov/?id=EJ997826

q2 · i? · causal · r2

Reported study-time comparison between the lecture-based control group and the self-paced e-learning group; the e-learning group completed the program in roughly 120±18 minutes versus 6 hours for the control group.

"Participants in this study using e-learning and multimedia formats needed less time for reading and learning than traditional method. The time required for control group based on the CME programs was 6 hours in a day and in experimental group was about 120± 18 minutes."

Discussion

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