e-education and e-health

Diaz et al 2002

- 40% used the internet as a source of medical information - 60% of those rated the information as the same or better than that received by their doctor - only 41% shared this info with their doctor

Kirschner and Karpinski 2010

- Facebook users had significantly lower GPAs than non-users - users reported significantly less hours of studying

positive outcomes of MOOCS

- educational resources available or low cost - accessible to populations of all ages, from all parts of the world - people with unpredictable schedules or other responsibilities - usually of high quality

advantages of classroom learning

- feedback can be immediate - familiar to staff and other students - staff can motivate students - group activities and peer instruction

disadvantages of e-learning

- lack of immediate feedback - more time costs in preparing materials - not all people prefer - greater potentials for frustration, anxiety, confusion in learning this way

negative outcomes

- large enrollment numbers - very large droupout rate - low completion rate - no personal contact - people that succeed don't usually need it

Maki & Maki (2000)

- lecture based courses were affected more by the difference in teachers more than web based courses - teacher and enjoyment of class discussion positively influenced satisfaction with lecture but not web based

benefits of telemedicine

- practitioners can potentially advise or help more people in time - remote locations - emergencies - people have barriers to gaining access to healthcare - reduce time costs

advantages of e-learning

- student focused and self-paced - flexible in time and location - cheaper - accessible to larger audience - digital record for later access

disadvantages of classroom learning

- teacher focused - constrained by time and space - more expensive - harder to extract important key elements

Li et al. 2014

80% of people seeking medical information after a doctors visit, may be due to poor communication or explanation from doctor or poor perceived doctor performance

Hagger and Orbel 2003

Common sense model - individuals create mental representations of their illness based on concrete and abstract sources of information available to them in order to make sense of and manage the problem - there is a link between illness cognitions and coping behaviors and strategies

technology and university level academic performance

effectiveness and impact determined by the type of technology that is used and what you do with it

Buchanan et al (2014)

internet self-efficacy does not predict how students will use online learning environments

MOOCS

massive open online courses

Sapp & Simon (2005)

more students in online courses failed to complete the course and had lower grades than students in matched face-to-face courses

Bliuc et al (2010)

students had lower final course grades when using technology that encouraged reproduction of information rather than deep learning

cyberchondria

the increase in unfounded concerns for health conditions and symptoms based on locating at internet search results

telemedicine

the use of telephone or computer based on technologies to provide health care from a distance

e-therapy

through synchronous or asynchronous communication - despite the physical distance the evidence shows that interventions are relatively successful