A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree.
This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in...
| Publicado en: | Advances in Health Sciences Education Vol. 18; no. 2; pp. 245 - 265 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Springer Nature
May2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104070597&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104070597 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13824996 OAK jtl: Advances in Health Sciences Education issn: 13824996 maglogo: N pubinfo: dt: May2013 vid: 18 iid: 2 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 104070597 NLM22477027 2012081579 10.1007/s10459-012-9368-x NLM22477027 PMC3622737 104070597 ppf: 245 ppct: 20 formats: tig: atl: A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree. aug: au: de Jong, N Verstegen, D M L Tan, F E S O'Connor, S J affil: Department of Health Services Research, CAPHRI School for Public Health and Primary Care, Faculty of Health, Medicine, and Life Sciences, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands, n.dejong@maastrichtuniversity.nl. sug: subj: Computer-Assisted Instruction Problem-Based Learning Methods Public Health Education Statistics Education Adult Educational Measurement Female Human Male Motivation Program Evaluation Questionnaires Students Psychosocial Factors Teaching Adult: 19-44 years Female Male ab: This case-study compared traditional, face-to-face classroom-based teaching with asynchronous online learning and teaching methods in two sets of students undertaking a problem-based learning module in the multilevel and exploratory factor analysis of longitudinal data as part of a Masters degree in Public Health at Maastricht University. Students were allocated to one of the two study variants on the basis of their enrolment status as full-time or part-time students. Full-time students (n = 11) followed the classroom-based variant and part-time students (n = 12) followed the online asynchronous variant which included video recorded lectures and a series of asynchronous online group or individual SPSS activities with synchronous tutor feedback. A validated student motivation questionnaire was administered to both groups of students at the start of the study and a second questionnaire was administered at the end of the module. This elicited data about student satisfaction with the module content, teaching and learning methods, and tutor feedback. The module coordinator and problem-based learning tutor were also interviewed about their experience of delivering the experimental online variant and asked to evaluate its success in relation to student attainment of the module's learning outcomes. Student examination results were also compared between the two groups. Asynchronous online teaching and learning methods proved to be an acceptable alternative to classroom-based teaching for both students and staff. Educational outcomes were similar for both groups, but importantly, there was no evidence that the asynchronous online delivery of module content disadvantaged part-time students in comparison to their full-time counterparts. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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