2017
DOI: 10.1186/s12909-017-1053-6
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Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format

Abstract: BackgroundSince the introduction of the e-learning electrocardiogram (ECG) course ‘ECG Online’ into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other.MethodsIn a qualitative research approach, ten medical students were questioned in a guided interview. At the… Show more

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Cited by 108 publications
(95 citation statements)
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“…For example, the limited synchronous aspects of pre-recorded content may deter students due to the lack of opportunities to interact with lecturers. 57 Also, watching pre-recorded lectures, alongside the possibility of attending face-to-face lecture, has been shown to negatively correlate with learning success. 58 …”
Section: Discussionmentioning
confidence: 99%
“…For example, the limited synchronous aspects of pre-recorded content may deter students due to the lack of opportunities to interact with lecturers. 57 Also, watching pre-recorded lectures, alongside the possibility of attending face-to-face lecture, has been shown to negatively correlate with learning success. 58 …”
Section: Discussionmentioning
confidence: 99%
“…No obstante, y comparando ambas modalidades de enseñanza (virtual y presencial), aproximadamente el 97% de los alumnos indicaron una pérdida de aprendizaje en la enseñanza magistral online de los supuestos prácticos, siendo percibida como alta o muy alta por el 33% de los estudiantes, sugiriendo una preferencia por la enseñanza presencial de los seminarios. De hecho, otros autores han indicado resultados similares en disciplinas médicas, indicando que los alumnos prefieren en muchos casos el modelo de enseñanza tradicional "cara a cara", al favorecer la interacción alumno-profesor para resolver pequeñas dudas que les surgen "in situ", especialmente en aquellas disciplinas con un fuerte componente práctico [15].…”
Section: Resultados Y Discusiónunclassified
“…Most published data comparing traditional to e-learning methods in medical education has focused primarily on students' acceptance, motivation and satisfaction [13,19,20]. However, few reported on the effect of e-learning on the medical students' performance in nal exams.…”
Section: Discussionmentioning
confidence: 99%