Editor - While John Chambers, the CEO of Cisco Systems Inc ever
called that education as the next big killer application on the Internet,
the editorial by Johnson et al.[2] proposed the broadband learning as the
next big potential in the medical learning environment.
To allow the birth of this digital academic atmosphere, it requires
three elements i.e.: modernised curriculum, broadband infrastructure and
broadband learning services supplies. It will needs a big funds as
well[2].
When the money is there, perhaps, IT doesn't matters. But, how with
the changing curriculum? How about dynamics acceptance of the users? The
new publication concerning the use of virtual learning environment in the
problem based learning showed a rather disappointing result. While the
student positively viewed that multimedia presentation enhanced the
conventional text case, however they preferred face to face contact than
computer-mediated interaction[3].
In practice, implementing broadband technology will be as complex as
managing the innovation game[4]. This innovation will be challenged by
different peoples with different behaviors. Hopefully, many of the new
medical students, who are more and more familiar with digital technology,
are the good examples of early adopters or even innovators. Their
enthusiastic energies, supported by the faculty governance, should be
utilised to ensure that the early majorities are on track. On the other
hand, different strategies will be needed to tackle the late majorities
and the laggards.
[3]de Leng BA, Dolmans DH, Muijtjens AM, van der Vleuten CP.Student
perceptions of a virtual learning environment for a problem-based learning
undergraduate medical curriculum.Med Educ. 2006 Jun;40(6):568-75.
[4]Rogers EM. Diffusion of Innovations, 3rd ed. New York: Free Press,
1983;5.
Competing interests:
None declared
Competing interests:
No competing interests
18 June 2006
Anis Fuad
Teaching and research staff
Department of Public Health, Faculty of Medicine Gajdah Mada Univeresity, Yogyakarta, Indonesia
Rapid Response:
Broadband learning as an innovation game
Editor - While John Chambers, the CEO of Cisco Systems Inc ever
called that education as the next big killer application on the Internet,
the editorial by Johnson et al.[2] proposed the broadband learning as the
next big potential in the medical learning environment.
To allow the birth of this digital academic atmosphere, it requires
three elements i.e.: modernised curriculum, broadband infrastructure and
broadband learning services supplies. It will needs a big funds as
well[2].
When the money is there, perhaps, IT doesn't matters. But, how with
the changing curriculum? How about dynamics acceptance of the users? The
new publication concerning the use of virtual learning environment in the
problem based learning showed a rather disappointing result. While the
student positively viewed that multimedia presentation enhanced the
conventional text case, however they preferred face to face contact than
computer-mediated interaction[3].
In practice, implementing broadband technology will be as complex as
managing the innovation game[4]. This innovation will be challenged by
different peoples with different behaviors. Hopefully, many of the new
medical students, who are more and more familiar with digital technology,
are the good examples of early adopters or even innovators. Their
enthusiastic energies, supported by the faculty governance, should be
utilised to ensure that the early majorities are on track. On the other
hand, different strategies will be needed to tackle the late majorities
and the laggards.
It won't be an easy game to play.
References
[1]John Chambers at the COMDEX ’99 conference
[2]Johnson J, Dutton S, Briffa B, Black DC. BMJ 2006; 332:1403-1404
[3]de Leng BA, Dolmans DH, Muijtjens AM, van der Vleuten CP.Student
perceptions of a virtual learning environment for a problem-based learning
undergraduate medical curriculum.Med Educ. 2006 Jun;40(6):568-75.
[4]Rogers EM. Diffusion of Innovations, 3rd ed. New York: Free Press,
1983;5.
Competing interests:
None declared
Competing interests: No competing interests