Is online‐only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology

Mücke, Katharina; Busch, Caroline; Becker, Jürgen; Drescher, Dieter; Becker, Kathrin

doi:10.1111/eje.12941

Cited by 3 publications

(1 citation statement)

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“…This often demonstrates how well the student meets the requirements and learning goals set. Learning effectiveness is influenced by many factors, including internal factors and external factors Mücke, Busch [8]. Especially, in the online learning environment, factors related to software and forms of online teaching and learning also affect student learning effectiveness.…”

Section: Introductionmentioning

confidence: 99%

Factors affecting learning effectiveness in the context of using learning management system (LMS): An empirical study at Universities in Vietnam

Trong Quang Vu,

Hien Thi Dao,

Hang Thi Lai

et al. 2024

Int. J. Sci. Res. Arch.

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Early studies have shown that more than 90% of universities in the United States and about 95% of training organizations in the UK have applied LMS in teaching and learning. In particular, with the impact of the COVID-19 pandemic, the implementation of online learning and teaching management platforms at universities worldwide, including in developing countries, has increased significantly. After COVID-19 was controlled, the need for online learning and teaching grew steadily with a strong increase in blended programs. In order to provide empirical results on factors affecting learning effectiveness in the context of using LMS - a leading online learning management platform, the study uses primary data collected from accounting and auditing students at universities in Vietnam. The findings show that software quality, instructor quality, ease of use, level of commitment, and learning frequency all have an impact on the learning performance and effectiveness of students. The results are the basis to help parties (training organizations, students, lecturers) apply LMS to improve the effectiveness of the learning and training process.

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Section: Introductionmentioning

confidence: 99%

Factors affecting learning effectiveness in the context of using learning management system (LMS): An empirical study at Universities in Vietnam

Trong Quang Vu,

Hien Thi Dao,

Hang Thi Lai

et al. 2024

Int. J. Sci. Res. Arch.

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Is there any sustained effect of the coronavirus disease 2019 pandemic? – A controlled trial comparing pre‐ and post‐pandemic oral radiology courses

Mücke,

Igelbrink,

Busch

et al. 2023

Journal of Dental Education

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Purpose/objectivesDue to the coronavirus disease 2019 (COVID‐19) pandemic, undergraduate education shifted towards online‐only formats from April 2020 until July 2021. Previous research indicated a negative effect on students’ competence development, and it remains unclear whether blended learning concepts could provide compensation. Therefore, the present study aimed to compare pre‐ to post‐pandemic students’ performance in standardized baseline (BL) and final exams (FE), as well as the associated knowledge gain (KG) in three consecutive undergraduate blended learning‐based oral radiology courses (C1‐3).MethodsNinety‐four students participated during two pre‐pandemic semesters (October 17–July 18), and ninety‐eight students during two post‐pandemic semesters (October 21–July 22). Before the pandemic, conventional face‐to‐face lectures were combined with an oral radiology platform. Two years into the COVID‐19 pandemic, additional video‐based e‐learning modules were adopted from the pandemic online‐only curriculum. In each semester, skills and KG were assessed by conducting standardized BL and FE. Students’ performance in BL, FE, and the associated KG during pre‐pandemic semesters was compared to post‐pandemic semesters.ResultsIn post‐pandemic courses, students showed significantly lower BL scores, whereas KG was significantly higher in post‐ compared to pre‐pandemic semesters (27.42% vs. 10.64%, p < 0.001, respectively). FE scores in C1 significantly improved from pre‐ to post‐pandemic semesters.ConclusionsWithin the limitations of our study, the lower BL scores confirmed the negative effect of the pandemic on competence development. Blended learning concepts seem to compensate for this effect and enable students to return to pre‐pandemic levels. Future studies are needed to assess the additional impact of video‐based e‐learning modules.

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Online active learning in undergraduate dental education: A scoping review

Apel,

Sharmin,

Stefani

et al. 2024

Journal of Dental Education

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PurposeResearch on online active learning (OAL) in dental education has increased in recent years; however, this literature has yet to be comprehensively summarized to document the available evidence and identify research gaps. This scoping review aimed to comprehensively map the extent and depth of the research activity on OAL in undergraduate dental education.MethodsThe review adhered to Arksey & O'Malley's multi‐step framework and followed the PRISMA Extension Scoping Reviews guidelines. Searches were conducted in MEDLINE, Embase, Scopus, and ERIC databases for peer‐reviewed primary research articles in English published between December 2013 and 2023. Four trained researchers independently screened titles, abstracts, and full‐text articles for eligibility and extracted relevant data. All activities and information were cross‐checked by the same researchers. A tested, methodologically‐informed form was used for data extraction. Descriptive statistics and content analysis were used to summarize the extracted data.ResultsThirty‐five articles were included in the review. Most studies focused on dental students exclusively, with only two studies involving students and faculty. All studies performed outcome evaluations at reaction and/or learning levels. Problem‐based learning, case‐based learning, small group discussion, flipped learning, and blended learning were the most common active learning strategies employed. Dental students were satisfied with OAL and perceived it as beneficial for knowledge acquisition and skill development. Test results confirmed the improvement of knowledge through OAL.ConclusionOAL has shown to improve learning outcomes in dental education; however, robust research designs are needed to further demonstrate its effectiveness in this educational context.

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Is online‐only learning as effective as blended learning? A longitudinal study comparing undergraduate students' performance in oral radiology

Cited by 3 publications

References 43 publications

Factors affecting learning effectiveness in the context of using learning management system (LMS): An empirical study at Universities in Vietnam

Factors affecting learning effectiveness in the context of using learning management system (LMS): An empirical study at Universities in Vietnam

Is there any sustained effect of the coronavirus disease 2019 pandemic? – A controlled trial comparing pre‐ and post‐pandemic oral radiology courses

Online active learning in undergraduate dental education: A scoping review

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