Evaluation of a multimedia resource for health professionals using the phenomenographic and checklist approaches

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dc.contributor.advisorHunter, William J.
dc.contributor.authorPremkumar, Kalyani
dc.date.accessioned2005-08-08T20:22:57Z
dc.date.available2005-08-08T20:22:57Z
dc.date.issued2003
dc.descriptionBibliography: p. 206-234.en
dc.description.abstractGiven the rapid turnover of multimedia resources in all fields, software evaluation is an important issue for both buyers and developers. Evaluation helps educators and learners identify if the content meets their individual needs. To developers, evaluation is key in product improvement. Evaluation may be done at the front-end, in use (formative) and/or at the end (summative stages) and includes assessment of the user interface, multimedia integration, learning experience and satisfaction, and other variables as required in the circumstances. The need for assessment has resulted in the development of a variety of evaluation techniques and it becomes necessary for stakeholders to identify the actual property that each of the methods assesses. This study compared the evaluation of a multimedia resource for health professionals using two different methods - a validated evaluation tool in checklist format and the qualitative method of phenomenography in order to compare the two methods on the basis of the information provided, weaknesses and strengths, and benefits to stakeholders. The results should be helpful to anyone needing a thorough appraisal of a multimedia product. The CD-ROM Interactive Pathology--a reference software developed for massage therapy students and therapists was evaluated. Massage therapists, content experts and technical experts evaluated the product using checklists, while therapists used the phenomenographic approach. The checklist method took a wholistic approach and gave a complete appraisal of the various aspects listed and provided useful information relating to content. Evaluation by phenomenography provided learner-related data: approach taken to the multimedia resource; user interface; educational principles; affective responses; and, problems relating to comprehension, learning and misconceptions. While the checklist may be used in all stages of development, phenomenography would be helpful during formative and summative stages. Both methods would be of benefit to developers. For educators, the checklist approach would help appraise the overall quality of the product while phenomenography would give them empirical evidence of its usefulness to learners and to help identify how the product could be incorporated into teaching. It may also provide information that has wider curricular implications. For learners, checklist is the only feasible method for evaluation. By carefully choosing evaluation methods unpleasant surprises with the acceptance and use of a multimedia product can be avoided by all stakeholders.
dc.format.extentxiii, 275 leaves : ill. ; 30 cm.en
dc.identifier.citationPremkumar, K. (2003). Evaluation of a multimedia resource for health professionals using the phenomenographic and checklist approaches (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/15517en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/15517
dc.identifier.isbn0612934640en
dc.identifier.lccAC1 .T484 2003 P74en
dc.identifier.urihttp://hdl.handle.net/1880/40356
dc.language.isoeng
dc.publisher.facultyEducation
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.titleEvaluation of a multimedia resource for health professionals using the phenomenographic and checklist approaches
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Philosophy (PhD)
ucalgary.item.requestcopytrue
ucalgary.thesis.accessionTheses Collection 58.002:Box 1465 520708900
ucalgary.thesis.additionalcopy370 EDC 2003 PREen
ucalgary.thesis.notesUARCen
ucalgary.thesis.uarcreleaseyen
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