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Correction for Online Teaching Tool Simplifies Faculty Use of Multimedia and Improves Student Interest and Knowledge in Science
Published Online:13 Oct 2017https://doi.org/10.1187/cbe-11-03-0031
The authors of “Online Teaching Tool Simplifies Faculty Use of Multimedia and Improves Student Interest and Knowledge in Science” (CBE Life Sci. Educ. [2011] 10, 298–308) wish to make the following correction to Table 1. Footnote a was incorrect. The correct footnote is Four-point Likert scale: very unlikely (1), unlikely (2), likely (3), very likely (4), where 2.5 would represent the middle.
| Naïve faculty (n = 5) | Faculty users from Table 2 (n = 5) | |
|---|---|---|
| Using the OMTT on their own time will foster my students' interest in science | 3.0 | 3.6 |
| Students will find using the OMTT on their own time to be more trouble than it is worth | 1.8 | 1.6 |
| Using the OMTT on their own time will make it easier for my students to grasp scientific concepts | 3.4 | 3.6 |
| My use of the OMTT should help students see how what we cover in class connects to real scientific research | 2.8 | 3.2 |
| If I were to use the OMTT, students would want to use the OMTT outside of class | 3.0 | 4 |
| Based on what I've seen so far of the OMTT, I would use the OMTT during class lecture | 3.4 | 4 |
| Based on what I've seen so far, I would encourage my students to use the OMTT on their own time | 3.6 | 4 |
| Based on what I've seen so far, I would recommend the OMTT to colleagues | 3.6 | 4 |
| Based on what I've seen so far, I would like to see more OMTT modules developed | 3.4 | 4 |
| I found the OMTT easy to use in my lectures | — | 3.8 |
| I found the OMTT complemented my existing curriculum in neuroscience | — |
