Improving Non-Academic Student Outcomes Using Online and Text-Message Coaching

Oreopoulos, Philip; Petronijevic, Uros; Logel, Christine; Beattie, Graham

doi:10.3386/w24992

Cited by 9 publications

(9 citation statements)

References 22 publications

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“…Our results are quite different from most previous studies in higher education settings, most of which identi ed negative effects of online courses on college student education (Alpert, Couch, & Harmon, 2016;Bambara, Harbour, Davies, & Athey, 2009;Banerjee & Du o, 2014;Bowen, Chingos, Lack, & Nygren, 2013;B. W. Brown & Liedholm, 2002;Chevalier, Dolton, & Luhrmann, 2014;Figlio, Rush, & Yin, 2013;Hart, Friedmann, & Hill, 2018;Hoxby, 2014;Oreopoulos, Petronijevic, Logel, & Beattie, 2018;Perna et al, 2013;Smith, 2017;Streich, 2014;Xu & Jaggars, 2013;Xu & Jaggars, 2014). These differences illustrate that the impact of modern educational technology on education is very complex.…”

Section: Discussioncontrasting

confidence: 99%

The effectiveness of E-learning in continuing medical education for Tuberculosis health workers: a quasi-experiment from China

Wang

Zhang

Liu

et al. 2020

Preprint

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ObjectiveTo evaluate the effectiveness of E-learning in continuing medical education (CME) programs for Tuberculosis (TB) health workers in terms of knowledge improvement and behaviour change, and provide policy recommendations based on the evidence from programs implemented in China.MethodsTB health professionals survey and in-depth interviews were conducted at provincial, prefectural, county, and primary care levels in the three project provinces. Difference-in-difference (DID) and multivariate linear regression models was employed to capture the effectiveness of knowledge improvement. Behaviour change was analysed using both qualitative and quantitative data.ResultsFor clinicians, pre-post data showed no significant difference in knowledge increases between pilot and non-pilot areas (pilot areas: +17 points vs. non-pilot areas: +18 points, p = 0.066). However, clinicians who attended the synchronous E-learning had an average score 7.3 points higher (p = 0.026) and an average knowledge score increase of 0.3 points (p = 0.028) for each event attended. Asynchronous E-learning did not have a significant impact among clinical doctors. For public health physicians, E-learning intervention had no significant effect on their knowledge score (DID model: pilot: +4 points vs. non-pilot: +9 points, p= 0.389, multivariate linear regression model: p = 0.161). For primary care workers, pre-post data showed a significantly higher score increase in the pilot areas (+10 points) than the non-pilot areas (+4 points, p = 0.005). Primary care workers who attended the E-learning activities had an average score 10.9 points higher (p<0.001) and an average increase of 1.8 points per training module attended (p = 0.002). More than half of participants (56.0% - 57.3%) agreed that they could apply what they learned to their practice, especially among well-educated health personnel from provincial level institutions. Traditional face-to-face training has no significant impact on all types of medical staff.ConclusionsE-learning interventions for TB clinical and primary care health workers were associated with higher TB knowledge level, and some participants have already started applying what they learned in their practice. However, public health physicians didn’t get much benefits from E-learning activities, probably due to the mismatch of training supply of & demand for training and environmental factors.

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Section: Discussioncontrasting

confidence: 99%

The effectiveness of E-learning in continuing medical education for Tuberculosis health workers: a quasi-experiment from China

Wang

Zhang

Liu

et al. 2020

Preprint

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“…For instance, treated students do not report being in touch with peers more than control group students or do not feel differentially valued by the department. Second, similar impacts on student motivation and study behavior are found in the literature analyzing comparable interventions outside pandemics ( Oreopoulos et al., 2020 ). Third, if anything, the fact that we implemented our intervention during a partial lockdown should make the treatment more effective than typical interventions, particularly for those students most affected by the pandemic ( Rodriguez-Planas, 2022 , Rodriguez-Planas, 2022 ).…”

Section: Experimental Setting and Designsupporting

confidence: 63%

Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic

2022

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“…Our study more closely adheres to the behaviorally-informed design-both in terms of content framing and delivery-of prior evidence-based studies. Other recent large-scale studies rely more heavily on delivery methods (e.g., mail or email) that may be less effective at reaching students or they contained dense information that may have required substantially greater cognitive load for students to 3 Other similar studies have considered nudges designed to increase academic performance through studying with mixed success (Oreopoulos et al (2018a), Oreopoulos et al (2018b) Dobronyi et al (2018)). One on one coaching seems to be the most effective but least scalable method to improve success (Oreopoulos & Petronijevic 2018) understand.…”

Section: Introductionmentioning

confidence: 99%