Student Response to Remote-Online Case-Based Learning: A Qualitative Study

Abstract

BackgroundCase-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL.ObjectiveThe primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience.MethodsThis study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey.ResultsMost students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they’d like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL’s learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform.ConclusionsWeb conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL’s learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes.

Online dental teaching practices during the COVID-19 pandemic: a cross-sectional online survey from China

“…In this period, we used PBL, RBL, CBL, and TBL methods for online teaching. Students were more satisfied with the LBL and CBL methods than with the PBL and RBL methods, which was consistent with previous studies [ 29 , 30 ]. One study [ 29 ] suggested online CBL as a potential teaching method that could be adopted during this period.…”

“…It was found that online learning based on lectures significantly promoted the acquisition of knowledge [ 32 ]. A previous study [ 30 ] also found that online methods may be suitable to allow students to participate in CBL and that students were satisfied with the learning activity. Online teaching limited real-time eye contact and facial communication, which made teachers more uncomfortable than offline teaching [ 33 ].…”

How does video case-based learning influence clinical decision-making by midwifery students? An exploratory study

“…In our study, we chose paper and video cases because of high feasibility and popularity of these modalities; however, it would be necessary to conduct further research to compare new modalities, such as e-CBL [38,39] and simulation-based scenarios [40].…”

Una evaluación de la Educación virtual en el Hospital General de México "Dr. Eduardo Liceaga" - [Education Seminar for Medical Residents: An Evaluation of Virtual Education at Mexico General Hospital “Eduardo Liceaga”]

“…Otros estudios demuestran que existe hasta un 50% en disminución de los costos en comparación a la enseñanza tradicional, reduciendo el tiempo para capacitar a los maestros, gastos de viaje, gastos de trabajo y de los costos asociados a la infraestructura de la institución (Nicklen, 2016). Esto es especialmente útil en países de bajos recursos; sin embargo, para ser exitoso se requiere una inversión inicial en la formación de la infraestructura y una base de personal dedicado a mantener el campus virtual (Ramos, 2014).…”