Perception Versus Reality: Estimated and Actual Online Content Consumption Comparisons and Relationships to Classroom Performance

Abstract

Introduction. As students and faculty are increasingly becoming more comfortable with technology, physical therapy programs are using the flipped classroom (FC) to provide an environment more conducive to active and problem-based learning. Most literature on students in graduate level health care professional programs rely on subjective student report. To our knowledge, no studies have compared objective actual student consumption of online content to subjective student perception of online content consumption. Nor have studies explored the relationship between actual online content consumption and classroom performance. In this study, we compared estimated and actual online content consumption as well as its relationship to student performance. We hypothesized that students would inaccurately estimate online content viewing amounts and that a positive correlation would exist between online content consumption and student performance. Methods. Upon completion of a patient mobility training course, 46 year-one physical therapist students estimated their weekly online content consumption. In this cross-sectional study design, we compared these estimations with student usage data provided by an online learning management system. Additionally, we compared examination grades and overall course grades to average weekly viewing times. A Pearson's product moment correlation assessed the relationship between weekly viewing time and student performance. Discriminant ability of weekly viewing time was assessed with receiver operating characteristic curve analyses. Results. At least 40% of the students overestimated their online consumption. Students overestimated their weekly viewing by 63.2%. Weekly viewing time was correlated with percentile class ranks. Discussion and Conclusion. Students chronically overestimated online content consumption. Physical therapy faculty should be aware of discrepancies between objective actual and subjective perceived consumption of online content and may consider implementing an open feedback loop relative to actual preparation for the FC since this study also found a positive relationship between weekly viewing time and student performance.

Examining Clinical Readiness and Performance of Students on Clinical Education Experiences: Is There an Influence From Virtual Learning?

“…Although students have generally responded positively to this educational approach, it has been reported that this method should not be used for all classes and that some skills are harder to retain through online consumption. 5 Murray et al 3 compared outcomes on written examination questions between physical therapist students who received traditional instruction with those who participated in a flipped classroom online model. The authors reported that there were no significant differences in student outcomes between the instructional models, suggesting that hybrid models of instruction can allow educators to use class time more efficiently while producing similar outcomes in student learning and performance.…”