Effect of active learning and online discussions on the academic performances of dental students

Abstract

Background COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education. Methods This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructor’s worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructor’s worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results. Results The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion. As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items. Conclusions In agreement with the Interactive, Constructive, Active, and Passive (ICAP) framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better.

Harnessing E-Portfolio Creation for Exam Success, Student Engagement, and Satisfaction

“…This tendency may have influenced the discussion activity's success. Self-study (vs. simply listening to lectures) enhanced discussions' effectiveness; indeed, when self-study precedes conversation, learning is more robust and academic outcomes are better (Lim et al, 2022).…”

Factors Influencing Students’ Attitudes and Readiness towards Active Online Learning in Physics

“…There are many well documented advantages of active learning, i.e., [25][26][27]. According to these researchers, active learning ideally consists of integrated instructional practices; personalized feedback; pre-reading and preparation; motivation and relevance; immediacy in response from lecturer; collaborative learning; provision of just in time feedback, formative assessment; personal response from and engagement with academics: in essence, student-centered learning.…”

The implementation of the integrated performance assessment (IPA) model to improve English students' speaking skills

“…Also, the class needed students to have the ability to read the sources comprehensively and summarize them on their own as a source of information for them to take an active discussion. When the students study first (self-study) before actively participating in discussion, the learning is richer and the learning outcome is better (Lim, Ko, Park & Ihm, 2022).…”

“…Furthermore, what Lim, Ko, Park & Ihm (2022) investigate on teacher intervention in a discussion based on learning activities is probably very relevant information in helping students to have better speaking skills. To respond to this, the researcher would like to interfere with the learning activities by applying the IPA model in class.…”