A comparison of face-to-face and fully online problem-based learning: Student results and staff experiences, 2014-2020.

Abstract

Problem-based learning (PBL) is a student-directed pedagogy that promotes critical thinking, self-directed learning and communication skills essential for health promotion students and practitioners. This paper reports on student results, student evaluation and staff experience of PBL in the face-to-face and fully online environment in an undergraduate health sciences unit in an Australian university. A single time-point study using quantitative and qualitative administrative student data (2014-2020) and narrative reflection from teaching academics (n=5) was undertaken. Descriptive, independent t test and bivariate analyses for student results data were conducted; an inductive approach was used to analyse qualitative data and create codes. Student sample (n=472) consisted face-to-face (n=358, 75.8%) and online (n=114, 24.2%) enrolments. Final Unit Mark was significantly higher for fully online students compared with face-to-face students in 2018 (P= .007) and 2019 (P= .001). Final Unit Achievement was significantly higher for fully online students compared with face-to-face students in 2018 (P= .017) and 2019 (P= .043). Three themes emerged: The PBL approach; Evolution of PBLs; Student skills and competencies. PBL allows students to learn through facilitated problem solving and strong collaborative skills. The face-to-face and fully online PBLs improved the student and academic staff experience, while supporting the development of critical thinking and self-directed research. Further, it supported students to develop their core health promotion competencies; and enhanced the online student learning experience. SO WHAT?: Vital for contemporary, global graduates, the fully online PBL approach allows students to build critical academic and professional skills utilising current information technology relevant for collaborative professional practice.