Evaluating the Learning Experience of Web-Conferenced Case Based Learning

Abstract

Objectives:The objective of this study was to evaluate web-conferenced case-based learning (WCBL) through the student experience across a semester of learning. Also, learning was evaluated via unit examination and compared to the previous year's cohort, which utilized face-to-face case-based learning (F2F-CBL). Methods: This study took place over the first semester of the third year of a Bachelor of Physiotherapy program at Monash University, Australia in 2014. Having experienced 2 years of weekly F2F-CBL activities since commencing the program, students were transitioning to WCBL for the duration of this study. Primary outcomes included measures of satisfaction, attendance, communication, issues with information technology, and perceived depth of learning, with data collected via a post-unit survey. The secondary outcome was student learning, evaluated with the unit examination results. Results: 76/78 students completed the post-unit survey (non-participation rate 2.6%). Although 95% of participants reported that WCBL was a valuable addition to the teaching activities of the unit, students reported a range of new challenges and rewards from the transition to small-group WCBL activities. Strong themes emerged encompassing adaptation of communication, increased responsibility for learning, technical difficulties, and learning in a remote environment. Overall, 92% of participants agreed that they were satisfied with WCBL. The unit exam result was comparable for the 2013 (F2F-CBL) and the 2014 (WCBL) cohorts [Mean (standard deviation) 2013 (%) 75.97 (9.56) n = 73; 2014 (%) 76.74 (6.57) n = 78, effect size [95% confidence interval (CI)] = 0.09 (−0.23-0.41)]. Conclusions: Web conferencing may be a suitable medium for students to participate in collaborative CBL activities. Furthermore, study should evaluate the financial implications of implementing WCBL across an entire semester with regard to student and facility costs.

Entwicklung eines beispielhaften kompetenzorientierten Blended-Learning-Konzeptes für die Physiotherapie-Ausbildung

“…Die zweite Literaturrecherche ergab insgesamt 11 relevante Treffer 36 37 38 39 40 41 42 43 44 45 46 ( Tab. 3 ).…”

“…3 ). In der Mehrheit der untersuchten BL-Ansätze wurde der Einsatz digitaler Tools mit selbstorganisierten Lerneinheiten kombiniert 37 38 39 40 42 44 45 . Variationen gab es dagegen bezüglich der erprobten Tools und Materialien, die z.…”

“…Variationen gab es dagegen bezüglich der erprobten Tools und Materialien, die z. B. von Anatomie-Apps 37 39 41 über Simulationssoftware 38 40 bis hin zu Lernplattformen 36 42 43 reichten. Während der Großteil der Forschenden die Integration einzelner Tools in den Unterricht untersuchte, nutzten einzelne Forschungsgruppen gleich mehrere Tools und ergänzten zusätzlich verschiedene digitale Materialien 36 44 45 .…”

“…Trotz der Unterschiede kamen bis auf eine Forschungsgruppe 40 alle zu dem Ergebnis, dass die erprobten digitalen Tools und Konzepte sich positiv auf das Lernergebnis der Lernenden auswirkten 21 22 23 24 26 27 28 29 30 31 .…”

Adopting Web Conferencing in Online Teaching

“…With the rapid development of web-based audio and video conferencing technologies, the past decade has witnessed the use of web-conferencing in online instruction to simulate face-to-face learning experiences (Nedeva et al, 2014;Nicklen et al, 2018). As a synchronous solution for online teaching and learning, web-conferencing provides such advantages as creating real-time interactions; improving learning performance, motivation, and student satisfaction; helping students developing a sense of belonging; and promoting cooperative learning and student-instructor communication (Durrington et al, 2010;Hart et al, 2019;Watts, 2016;Hastie et al, 2010;Wang et al, 2010;Francescucci & Rohani, 2019).…”