A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes
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ABSTRACT:
SUBMITTER: Shoukat R
PROVIDER: S-EPMC10911596 | biostudies-literature | 2024 Jan
REPOSITORIES: biostudies-literature
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Project description:Pharmacological education is crucial for healthcare professionals to safely manage medications and reduce errors. Traditional lecture-based learning (LBL) often struggles to address this complexity, whereas newer methods, such as flipped classrooms and problem-based learning, yield mixed results, particularly in pre-clinical contexts, owing to students' limited experience. Our nursing pharmacology course under LBL recorded a high failure rate of 37.8% and marginal passing scores across five cohorts (n = 849 students). An analysis using Bloom's taxonomy revealed significant gaps in higher-order cognitive skills. As a remedy, the course was transformed into a novel blended learning format that integrated question-based learning (QBL) to enhance critical thinking across all cognitive levels. This model blends asynchronous and synchronous learning, is tailored to individual needs in large classes, and fosters continuous, student-centric learning. The redesign markedly decreased the failure rate by approximately 2.8-fold and increased the average grade by 11.8 points among 426 students. It notably improved the pass rates in advanced cognitive categories, such as "Evaluate" and "Create" by 19.0% and 24.2%, respectively. Additionally, the blended course showed increased student engagement, reflecting a dynamic and effective learning environment that significantly elevated participation and academic outcomes at all cognitive levels. This study demonstrated the profound impact of blended learning in pharmacology. By integrating QBL with various teaching methods, it surpasses traditional lecture-based limitations, enhancing engagement and understanding of complex topics by nursing students. Notable improvements in foundational and advanced learning suggest its broader application in health professionals' education, effectively equipping students for clinical pharmacology challenges.
| S-EPMC10917888 | biostudies-literature
Project description:BackgroundBlended learning, which combines face-to-face learning and e-learning, has grown rapidly to be commonly used in education. Nevertheless, the effectiveness of this learning approach has not been completely quantitatively synthesized and evaluated using knowledge outcomes in health education.ObjectiveThe aim of this study was to assess the effectiveness of blended learning compared to that of traditional learning in health education.MethodsWe performed a systematic review of blended learning in health education in MEDLINE from January 1990 to July 2019. We independently selected studies, extracted data, assessed risk of bias, and compared overall blended learning versus traditional learning, offline blended learning versus traditional learning, online blended learning versus traditional learning, digital blended learning versus traditional learning, computer-aided instruction blended learning versus traditional learning, and virtual patient blended learning versus traditional learning. All pooled analyses were based on random-effect models, and the I2 statistic was used to quantify heterogeneity across studies.ResultsA total of 56 studies (N=9943 participants) assessing several types of learning support in blended learning met our inclusion criteria; 3 studies investigated offline support, 7 studies investigated digital support, 34 studies investigated online support, 8 studies investigated computer-assisted instruction support, and 5 studies used virtual patient support for blended learning. The pooled analysis comparing all blended learning to traditional learning showed significantly better knowledge outcomes for blended learning (standardized mean difference 1.07, 95% CI 0.85 to 1.28, I2=94.3%). Similar results were observed for online (standardized mean difference 0.73, 95% CI 0.60 to 0.86, I2=94.9%), computer-assisted instruction (standardized mean difference 1.13, 95% CI 0.47 to 1.79, I2=78.0%), and virtual patient (standardized mean difference 0.62, 95% CI 0.18 to 1.06, I2=78.4%) learning support, but results for offline learning support (standardized mean difference 0.08, 95% CI -0.63 to 0.79, I2=87.9%) and digital learning support (standardized mean difference 0.04, 95% CI -0.45 to 0.52, I2=93.4%) were not significant.ConclusionsFrom this review, blended learning demonstrated consistently better effects on knowledge outcomes when compared with traditional learning in health education. Further studies are needed to confirm these results and to explore the utility of different design variants of blended learning.
| S-EPMC7445617 | biostudies-literature
Project description:The use of blended learning strategies is increasingly common in health sciences, including veterinary medicine; however, there are very few descriptions of these methods being applied to practicals. We describe here the application of blended learning based on the implementation of flipped classrooms with collaborative learning and gamification to the 2020-2021 veterinary medicine gross anatomy practicals at CEU Cardenal Herrera University (Spain). Students prepared for the sessions by pre-viewing videos and taking a quiz before the start. The sessions were conducted in small groups where students learned through collaborative work and reviewed their learning with a card game. A small but significant increase was observed when comparing the scores of practical exams of the locomotor apparatus with those of 2018-2019 (6.79 ± 2.22 vs. 6.38 ± 2.24, p < 0.05), while the scores were similar (7.76 ± 1.99 vs. 7.64 ± 1.92) for the organ system exams. Students' responses in a satisfaction survey were mostly positive (>80%) regarding the motivating and learning-facilitating effect of this educational method. Our work shows that the application of blended learning in anatomy practicals based on a flipped classroom and with elements of gamification and collaborative work can be an effective way to improve the learning experience of students.
| S-EPMC10215638 | biostudies-literature
Project description:The purpose of this study was to examine the effects of a blended teaching-learning approach on academic achievement and twenty-first century skills of preservice teachers who took the teaching principles and methods course. The implementation was carried out over a period of ten weeks with preservice teachers who were enrolled in pedagogical training at the Faculty of Education at Karamano?lu Mehmetbey University in the 2019–2020 academic year. In the study, a semi-experimental research design with experimental and control groups was employed. Data collection tools were an academic achievement test and “multidimensional twenty-first century skills scale”. Analysis revealed that there was a significant difference across the two groups’ academic achievement and twenty-first century skills in favor of the experimental group. In addition, analysis of the retention test administered four weeks later showed a significant difference in favor of the experimental group. In the light of the results, the implications and future directions were discussed.
| S-EPMC7527668 | biostudies-literature
Project description:BackgroundDespite the proven effectiveness of simulation-based learning activities, its adoption in medical education remains limited, and the influence of simulation on student motivation, particularly subjective task values, is seldom explored. This study aimed to investigate the impact of a simulation-based learning activity on student learning and subjective task values in a medical morphology-related course of Human Parasitology.MethodsA quasi-experimental study was conducted with 113 Chinese undergraduate medical students who participated in a Human Parasitology course during April to May 2022. Students were divided into two groups: Simulation Group (n = 55), where students used the simulation, and Lecture Group (n = 58), where students attended an online lecture. Students' learning was measured prior to the intervention, immediately after the intervention, and three weeks later to assess knowledge retention. The subjective task values questionnaire was administered before and after the interventions. Data were analyzed using one-way ANCOVA and MANOVA.ResultsStudents in the Simulation Group exhibited significantly higher knowledge gain compared to the Lecture Group [F (1,110) = 23.69, p < 0.01]. Additionally, the Simulation Group retained knowledge significantly better than the Lecture Group [F (1,101) = 10.05, p < 0.005]. Furthermore, students in the Simulation Group experienced a significant increase in subjective task values after the intervention [F (3, 52) = 3.57, p < 0.05, ηp2 = 0.17], while students in the Lecture Group reported a significant decrease in subjective task values [F (3, 55) = 2.96, p < 0.05, ηp2 = 0.14].ConclusionsSimulation-based learning not only leads to superior learning but also enhances students' subjective task values. These findings offer valuable insights into designing effective simulation-based learning experiences in medical education and have significant practical implications for educators and medical professionals.
| S-EPMC10476417 | biostudies-literature
Project description:IntroductionThe ongoing COVID-19 pandemic is forcing medical schools to replace substantial parts of the traditional lecture method with online formats to maintain social distancing guidelines and reduce face-to-face contact in the classroom. To our knowledge, there have to date been few studies comparing the effectiveness of traditional teaching with blended teaching based on the students' final grades which the efficacy of online learning is still controversial, and this study aimed to compare the efficacy of blended teaching with conventional teaching in an orthopedics course.MethodsThis study was a retrospective cohort study based on data collected from fifth-year medical students between April 2019 and March 2021. The students were divided into two groups which based on years of study. The summative assessment was based on summing the MCQs plus KFs, the MEQ plus oral exam, OSCE, simulated patient chart reviews, and OPD work. All students took the same end-of-course quizzes with no differences between the groups regarding the kinds of knowledge tested. The results of these quizzes were used to compare the effectiveness of the conventional teaching in 2019 and the blended teaching in 2020. The paired t-test was used to analyze the data.ResultsA total of 252 students were enrolled in the study, of whom 128 and 124 students were in the traditional teaching group or blended teaching groups, respectively. The grade point averages of the students were 3.2 ± 0.4 and 3.3 ± 0.4 in 2019-2020 and 2020-2021, respectively, without significant difference (p-value = 0.06). The scores in the blended learning group were higher than in the traditional learning group in all assessment tools (MCQ, KF, Oral, and OSCE scores) except the MEQ.ConclusionsBlended learning was not less effective than traditional learning for teaching medical students.
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Project description:This study promotes a novel teaching approach for integration of children's traditional games in elementary school program. It gives description of six traditional games and their educational prospects, implemented in six learning sessions in five elementary schools in Macedonia, involving 102 students. The comparison of learning achievements between these learning sessions and standard classes revealed increased students' learning performance on comparable topics. To understand the reason for improvement, we have surveyed students after each session and tested the gathered data set via the development of a structural equation model that examines the relationships between student's personality traits, motivation and experience with learning outcomes. The findings show that students' achievements were directly influenced by students' intrinsic and extrinsic motivational factors, as well as perceived experience. Additionally, the integration of traditional games in the elementary school classroom was equally accepted among all students, since their personality traits did not directly influence their experience or learning outcomes. Still, the link between the students' personality dimensions and motivation revealed that introvert children might have slightly increased motivation and possibility to open up during game-play in such collaborative environments.
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Project description:The flipped classroom (FC), reversing lecture and homework elements of a course, is popular in medical education. The FC uses technology-enhanced pre-class learning to transmit knowledge, incorporating in-class interaction to enhance higher cognitive learning. However, the FC model is expensive and research on its effectiveness remains inconclusive. The aim of this study was to compare the efficacy of the FC model over traditional lecture-based (LB) learning by meta-analysis. We systematically searched MEDLINE, PubMed, ERIC, CINAHL, EMBASE, reference lists and Association for Medical Education in Europe (AMEE) conference books. Controlled trials comparing academic outcomes between the FC and LB approaches in higher education were considered eligible. The main findings were pooled using a random-effects model when appropriate. Forty-six studies (9026 participants) were included, comprising four randomised controlled trials (RCTs), 19 quasi-experimental studies and 23 cohort studies. Study populations were health science (n = 32) and non health science (n = 14) students. The risk of bias was high (36/37 articles). Meta-analyses revealed that the FC had significantly better outcomes than the LB method in examination scores (post-intervention and pre-post change) and course grades, but not in objective structured clinical examination scores. Subgroup analyses showed the advantage of the FC was not observed in RCTs, non-USA countries, nursing and other health science disciplines and earlier publication years (2013 and 2014). Cumulative analysis and meta-regression suggested a tendency for progressively better outcomes by year. Outcome assessments rarely focused on behaviour change. The FC method is associated with greater academic achievement than the LB approach for higher-level learning outcomes, which has become more obvious in recent years. However, results should be interpreted with caution because of the high methodological diversity, statistical heterogeneity and risk of bias in the studies used. Future studies should have high methodological rigour, a standardised FC format and utilise assessment tools evaluating higher cognitive learning and behaviour change to further examine differences between FC and LB learning.
| S-EPMC6120558 | biostudies-literature
Project description:English-medium instruction (EMI) has been spreading rapidly as the result of China’s movement to internationalize its HEIs (higher education institutions). However, there is a dearth of research studies on students’ motivation in EMI contexts, which should not only explore students’ Foreign Language Learning (FLL) motivation in isolation but the highlights of integrating both content and language learning as a complex. This paper specifically reports on the development of students’ EMI motivation and anxiety over one semester and compares three disciplines: International Trade, Film Production, and Project Management. Pre-post questionnaires and post focus group interviews were administered to students. Results showed that students generally had high EMI motivation and anxiety though the levels decreased from pre to post phases. The International Trade group had greater motivation, particularly instrumental motivation. Findings are discussed in relation to the existing literature and the local context. Pedagogical and institutional-level implications for policies are also provided.
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Project description:This dataset belongs to a large doctoral research project in Biology education conducted under the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), University of Rwanda College of Education (URCE). The data were collected from students undertaking biology education as their future teaching career [here referred to as pre-service biology teachers]. The data were collected from two higher learning institutions in Rwanda. This data article describes how we collected data and designed the study. We used valid and reliable research instruments to collect data. Thus, this dataset informs university lecturers, education policymakers of the status of academic achievement, attitude, and motivation towards learning biology using resource-based instructions such as animations and small laboratory groups. It allows researchers to reanalyze it, depending on the interest variables.
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