Abstract
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.
Highlights
Background and context for the studyThis paper outlines the results of a case-study designed to compare outcomes from a traditional classroom-based, face-to-face statistics module for students undertaking a Public Health Masters degree with a parallel asynchronous online variant delivered at the same point during the academic year
A classroom-based module on the multilevel analysis of longitudinal data and exploratory factor analysis had previously been taught as part of the MSc Public Health degree at Maastricht University but unlike other modules delivered within the University, this had not been taught using problem-based learning and teaching approaches on the basis that the content was considered too declarative in nature
It was believed that input from a problem-based learning group tutor who was a core member of the statistics teaching team would help students synthesize the many difficult concepts addressed within the module and help them to consolidate learning acquired from more didactic components such as lectures
Summary
Background and context for the studyThis paper outlines the results of a case-study designed to compare outcomes from a traditional classroom-based, face-to-face statistics module for students undertaking a Public Health Masters degree with a parallel asynchronous online variant delivered at the same point during the academic year. A classroom-based module on the multilevel analysis of longitudinal data and exploratory factor analysis had previously been taught as part of the MSc Public Health degree at Maastricht University but unlike other modules delivered within the University, this had not been taught using problem-based learning and teaching approaches on the basis that the content was considered too declarative in nature. It was believed that input from a problem-based learning group tutor who was a core member of the statistics teaching team would help students synthesize the many difficult concepts addressed within the module and help them to consolidate learning acquired from more didactic components such as lectures
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