Student Outcomes in a Pathophysiology Course Based on Mode of Delivery: Distance Versus Traditional Classroom Learning

Abstract

Background and Purpose. Distance learning is a growing trend in physical therapy education; little is known about its impact on learning outcomes. The purposes of this study were to: 1) compare student performance based on mode of delivery (distance education versus traditional classroom presentation); 2) investigate the relationship between students' previous academic performance and difference in performance based on mode of delivery; and 3) explore students' perceptions of, and preferences for, distance education and traditional classroom instruction. Subjects. Ninety-six physical therapist students, enrolled in 2 successive pathophysiology courses, were included in this study. Methods. Each student received half of the course instruction in a traditional classroom mode and half in a distance mode. Student learning was measured by multiple-choice exams. The percent correct was calculated for questions relating to the content presented in classroom versus distance modes of instruction. Matched pair t-tests were used to compare the means. Pearson product moment correlations were used to examine the strength of the association between student cumulative GPA (grade point average) and differences in scores based on mode of presentation. A survey was conducted to obtain the students' perceptions of the learning experience based on format of delivery. Qualitative and quantitative methods were used to analyze the survey responses. Results. Students performed significantly better on questions based on material presented in the distance format (t = 5.16, P Discussion and Conclusion. Although students preferred traditional classroom instruction, they performed significantly better on questions related to material that was presented in a distance format. Students with less academic ability may benefit from the self-paced learning and internet resources to master coursework requiring factual recall of information. Key Words: Distance education. Traditional classroom, Student performance, WebCT. INTRODUCTION Technological advances and computer access have led to an increase in the use of distance learning in postsecondary education.1,2 Internet-based course management software systems such as WebCT* and Blackboard[dagger] have become commonplace in the classroom.3,4 The popularity of distance learning both nationally and abroad has flourished for financial and geographic reasons, and as a matter of lifestyle choice.5-7 Distance education is defined by the Commission on Colleges, Southern Association of Colleges and Schools as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place.8(p1) Instructional methods may be synchronous or asynchronous and may use a variety of designs such as correspondence study and audio, video, or computer technology. The Department of Education's National Center for Education Statistics (NCES) reported that the number of distance education programs offered in postsecondary institutions nearly doubled in the 4-year period leading up to 1998.9 Additionally, in a 2000 to 2001 follow-up survey, it was reported that 55% of institutions with graduate/professional programs offered distance education courses.2 In health-related fields, distance education has been used to provide professional training,10-12 continuing education,13 as well as programs that award advanced certificates or degrees.8,14-16 With pressures on academic institutions to reach a broader student audience,17 coupled with the expanding opportunities in the health-related professions,18 one would expect the growth of distance learning in the health professions to continue. …