A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree

Abstract

This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students were allocated to one of the two study variants on the basis of their enrolment status as full-time or part-time students. Full-time students (n = 11) followed the classroom-based variant and part-time students (n = 12) followed the online asynchronous variant which included video recorded lectures and a series of asynchronous online group or individual SPSS activities with synchronous tutor feedback. A validated student motivation questionnaire was administered to both groups of students at the start of the study and a second questionnaire was administered at the end of the module. This elicited data about student satisfaction with the module content, teaching and learning methods, and tutor feedback. The module coordinator and problem-based learning tutor were also interviewed about their experience of delivering the experimental online variant and asked to evaluate its success in relation to student attainment of the module’s learning outcomes. Student examination results were also compared between the two groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-based teaching for both students and staff. Educational outcomes were similar for both groups, but importantly, there was no evidence that the asynchronous online delivery of module content disadvantaged part-time students in comparison to their full-time counterparts.

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

“…[12][13][14][15] Studies have found that online learning is at least as effective as face-to-face learning. 16,17 It has been long established that well-developed and student-focused online instruction holds potential for learning. 18,19 One of the major challenges of online learning, however, is how to maintain the social dimension in the online environment.…”

Aprendizagem Baseada em Problemas na Educação a Distância e as Influências para Educação em Saúde: Uma Revisão Integrativa

“…As duas abordagens (EaD e ABP) podem facilitar a aprendizagem multidisciplinar, manter uma melhor percepção de trabalho em equipe e potencializar a resolução de problemas do cotidiano de trabalho. Isso faz com que o uso da ABP online propicie aos pro ssionais de saúde que desejam aperfeiçoar seus conhecimentos uma maior exibilidade de tempo para conseguir adequar a sua rotina, já que muitas vezes a forma presencial inviabiliza (JONG et al, 2013).…”

“…Steinberg e Morin (2011) mostrou em seu estudo que os alunos têm o mesmo desempenho na modalidade presencial quando comparado à metodologia de EaD, indicando que não há prejuízos na utilização da EAD no processo de aprendizagem. Além disso, essa modalidade de ensino possibilita o desenvolvimento de habilidades, como pensamento crítico, análise e autorregulação (JONG et al, 2013).…”

Digital Storytelling in a Flipped Classroom for Effective Learning

“…Technology is only a means to an end. The instructional approach determines learning outcomes, not the technology itself [8,12]. Stöhr et al [14] found no empirical evidence that virtual learning environments are better or worse than the traditional type, but that this depends on the learning activities that should train students to develop higher-order thinking skills.…”