Acceptance of technology-enhanced learning for a theoretical radiological science course: a randomized controlled trial

<p>Abstract</p> <p>Background</p> <p>Technology-enhanced learning (TEL) gives a view to improved education. However, there is a need to clarify how TEL can be used effectively. The study compared students' attitudes and opinions towards a traditional face-to-face course on theoretical radiological science and a TEL course where students could combine face-to-face lectures and e-learning modules at their best convenience.</p> <p>Methods</p> <p>42 third-year dental students were randomly assigned to the traditional face-to-face group and the TEL group. Both groups completed questionnaires before the beginning and after completion of the course on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning. After completion of the course both groups also filled in the validated German-language TRIL (Trierer Inventar zur Lehrevaluation) questionnaire for the evaluation of courses given at universities.</p> <p>Results</p> <p>Both groups had a positive attitude towards e-learning that did not change over time. The TEL group attended significantly less face-to-face lectures than the traditional group. However, both groups stated that face-to-face lectures were the basis for education in a theoretical radiological science course.</p> <p>The members of the TEL group rated e-mail reminders significantly more important when they filled in the questionnaire on attitudes and opinions towards a traditional face-to-face lectures and technology-enhanced learning for the second time after completion of the course.</p> <p>The members of the technology-enhanced learning group were significantly less confident in passing the exam compared to the members of the traditional group. However, examination results did not differ significantly for traditional and the TEL group.</p> <p>Conclusions</p> <p>It seems that technology-enhanced learning in a theoretical radiological science course has the potential to reduce the need for face-to-face lectures. At the same time examination results are not impaired. However, technology-enhanced learning cannot completely replace traditional face-to-face lectures, because students indicate that they consider traditional teaching as the basis of their education.</p

Optically stimulated luminescence dating of large storm events in Northern Scotland

Climate changes over the Holocene have directly impacted on both coastal processes and human use of coastal areas. This paper presents results from the dating of wind blown sand deposits collected from coastal and archaeological sites in Northern Scotland. Archaeological remains are frequently found interspersed with sand deposits and represent distinct periods of occupation of settlement sites within the local landscapes. In some cases storm events sufficiently inundate the sites with sand to result in periodic abandonment. Storm events can also have dramatic results on adjacent rock coastlines, with storm boulder ridges emplaced by large waves, burying sand deposits on cliff-top sites. Work has been undertaken using a quartz SAR protocol to date sand deposition at two archaeological sites in Orkney and a cliff-top site in Shetland. These dates provide chronological information, which help to construct regional chronologies of climatic instability and environmental change and allow the SAR-OSL method to be assessed as an accurate sediment dating tool in this context. © 2003 Elsevier Science Ltd. All rights reserved