Traditional Lecture-based Methods Research Articles

Students’ Perspectives and Experiences in Project-Based Learning: A Qualitative Study

Project-based learning (PBL) has gained traction in higher education as an effective pedagogical approach that promotes active learning, critical thinking, and the practical application of knowledge. Unlike traditional lecture-based methods, PBL engages students in collaborative projects that simulate real-world challenges, thereby enhancing their problem-solving skills. However, a notable gap exists in understanding how these theoretical benefits translate into actual student experiences. Therefore, this study aims to investigate undergraduate students’ perspectives and experiences in project-based learning. By understanding students’ perspectives and experiences, this research highlights the benefits, challenges, and overall effectiveness of PBL. A qualitative research design was employed, involving in-depth, semi-structured interviews with 30 undergraduate students. The students were exposed to project-based learning in research methodology and software development courses. The interviews were conducted in person and via video conferencing, ensuring a comfortable environment for participants to share their insights. The data collected from the interviews were transcribed verbatim and analyzed using thematic analysis to identify recurring themes and patterns. The thematic analysis revealed several key themes: the importance of consistent attendance due to the tailored and sequential nature of PBL; the facilitation of deeper understanding and the practical application of theoretical concepts; difficulties in adapting to PBL, especially when transitioning from traditional teaching methods; benefits and logistical challenges of collaboration; the crucial role of the iterative process of assessment and feedback in mastering concepts; and the fostering of autonomy and the development of essential skills such as time management and problem-solving.

Learning through playing in public health: a card game’s evaluation

Abstract Background In medical education and particularly in public health, the shift toward active learning addresses the limitations of traditional lecture-based methods. Game-based learning, such as serious games, showed potential to overcome these limitations. “Accidémie” is a card game designed to improve medical students’ knowledge of home accidents and their competencies in public health through an interactive format. This study aims to evaluate the effectiveness of “Accidémie”. Methods We conducted a quantitative pre-post assessment study among sixth-year medical students of the University of Versailles. Data were collected through a 20-item true/false repeated questionnaire before and after. In addition, the post-intervention questionnaire included questions on students’ satisfaction and an open-ended question. Responses to the questionnaires were converted into scores. The main outcome measured was the change in the scores. The scores before and after the intervention are presented with their mean and standard deviation. They were compared using a paired t-test. Student satisfaction is presented in terms of frequency and includes verbatim responses from the students. Results Thirty-eight students participated, with pre-test scores averaging 13.13 (SD = 1.98) and post-test scores averaging 14.89 (SD = 1.94). A paired t-test provided statistical evidence of the difference between the pre- and post-test scores (p < 0.001). Students provided positive feedback: 81.6% of the students were very satisfied with the game; 42.1% considered it extremely useful. They also underlined that ‘Accidémie’ is an enjoyable learning tool, praising its innovative approach. Conclusions “Accidémie” improved students’ knowledge of home accidents and their engagement. It supports the use of serious games in medical education complementary to traditional methods. Applying the concept of “Accidémie” across various subjects and among diverse groups of health students offers promising prospects. Key messages • ‘Accidémie’ significantly improves students’ knowledge of home accidents, a public health topic. • “Accidémie” allows medical students to learn while playing, boosting satisfaction and engagement.

Integrating Behavioural Economics into Skill Development

Abstract The contemporary economic scenario, characterized by modern technology and global relationships, demands a workforce equipped with both traditional economic knowledge and modern skills. This research explores the evolving trends in economics skill development, focusing on how educational institutions are adapting their curricula to meet these emerging demands. Traditional lecture-based methods, as criticized by early scholars like Becker and Watts, are increasingly being replaced by interactive, student-centred methodologies that foster critical thinking and problem-solving abilities. The integration of digital tools and data analytics into economics education, highlighted by McGoldrick and Peterson, reveals the broader shift toward data-driven decision-making in the global economy. Furthermore, the integration of behavioural economics, data science, and other interdisciplinary fields, enhancing students' ability to apply economic concepts to real-world experiments. This research employs a diverse-methods approach, combining surveys of educators and students with content analysis of current economics programs, to identify key trends in skill development. This study reveals a strong emphasis on data analysis skills, the integration of interdisciplinary content, and the adoption of experiential learning methods such as internships and case studies. These shifts specify a move away from traditional theory to practical, applied learning experiences enhance the students to meet demands of the modern economy. The study concludes with recommendations for better investment in educational resources, and an increased focus on experiential learning. By adapting these trends, economics education can continue to produce professionals capable of navigating the people towards global economy.

EFFECTIVE TEACHING-LEARNING STRATEGIES FOR SECONDARY LEVEL SCIENCE EDUCATION

Science Education at the secondary level holds paramount importance as it serves as the foundation for further scientific pursuits. The efficacy of secondary level science education significantly impacts a students inclination towards higher studies and eventual contribution to scientific and technological advancements. In order to enhance the effectiveness of secondary level science education, it is imperative to explore innovative teaching-learning strategies that transcend traditional lecture-based methods. Research and surveys consistently advocate for activity-based learning approaches over conventional lecture methods, citing their ability to foster deeper understanding and retention among learners. Practical work emerges as a cornerstone of this approach, offering hands-on engagement and experiential learning opportunities. With the recent shift in the academic structure as per the National Education Policy of 2020 (N.E.P-2020), extending the secondary level from grades 9 to 12, there lies a crucial window for students to immerse themselves in scientific exploration and discovery.Subjects such as Physics, Chemistry, and Biology inherently lend themselves to practical applications, presenting ample opportunities for students to engage directly with scientific concepts. By integrating practical work into the curriculum, secondary level science education can cultivate critical thinking, problem-solving skills, and a deeper appreciation for the scientific method. This shift towards practical-based learning not only aligns with contemporary pedagogical trends but also serves as a catalyst for nurturing the next generation of innovators and scientists.

Exploring the Influence of POGIL-Based Instruction on Grade 12 Achievement in the Circular Motion Unit

This research aimed to explore the comparative impact of Process Oriented Guided Inquiry Learning (POGIL)-based instruction and traditional lecture-based instruction on the academic performance of Grade 12 students in the context of the circular motion unit. Employing a quasi-experimental pretest-posttest design, the study assessed students' cognitive outcomes in terms of Knowing, Applying, and Reasoning (KAR). A total of 110 participants were involved, with 54 assigned to the treatment group (25 girls and 29 boys) and 56 to the control group (27 girls and 29 boys). The treatment group received instruction on circular motion through POGIL, while the control group underwent lecture-based instruction. The results revealed statistically significant differences in circular motion performance between the control and treatment groups, with the latter exhibiting superior outcomes. This suggests that POGIL-based instruction positively influences students' understanding of circular motion, emphasizing its efficacy in enhancing learning outcomes in comparison to traditional lecture-based methods.

Digital Learning: A New Paradigm for Teaching and Learning

The landscape of education is undergoing a transformative change with the prevalence of online learning, marking a significant shift in pedagogical approaches. In today’s world, technology is omnipresent and essential, reshaping how English is taught. The integration of modern technology signifies a notable progression in contemporary English language education. English teachers now actively embrace various technological tools to enhance the effectiveness of their teaching methods. Digital media has become an integral part of language classrooms, making the overall teaching and learning experience more engaging and captivating. The incorporation of technology has not only added a creative and innovative dimension to education but has also given rise to terms like “e-Learning” and “Technology in Education” that hold significant importance in educational settings. 21st-century learners, attuned to technology, seamlessly integrate it into the education system. Unlike traditional lecture-based methods, today’s learning systems are interactive and dynamic. This paper seeks to explore the diverse elements of technology in English teaching, emphasizing innovative techniques that contribute to effective and high-quality education.

Integration of Gamification in Teaching Measures of Position of Grade 10 – Mathematics

The alarming findings from the Trends in International Mathematics and Science Study (TIMSS) and Program for International Student Assessment (PISA) concerning the Philippines were a cause for concern. This presented a significant challenge to all those involved in the country’s education system, including teachers, students, and stakeholders, particularly given the context of the ongoing pandemic. Gamification, which refers to incorporating elements of game design into non-game situations, stands out as a promising avenue, leveraging technology to motivate student learning. This study aimed to determine the effectiveness of integrating gamification in teaching measures of position to the performance of grade 10 students in mathematics in a private school in Bogo City, Cebu, Philippines. Employing a quasi-experimental approach with pre-and post-test measurements, the study consisted of both a control group taught through traditional lecture-based methods in online distance learning, and an experimental group exposed to gamification techniques. The statistical analysis, utilizing t-tests, indicated that there was no significant difference in the average scores of the experimental group before and after the intervention. This suggests that the use of gamification does not affect students’ motivation. However, the t-test results also demonstrated noteworthy progress in the performance of the experimental group in Mathematics 10, indicating that integration of gamification in teaching measures of position improves student performance. Keywords: Gamification, Motivation in Mathematics, Performance in Mathematics

A hidden benefit in the COVID-19 pandemic: Rethinking physical geography pedagogy in higher education using a flipped classroom approach

A shift in geographical pedagogy has occurred in the last decade with greater integration of active and blended (hybrid) learning techniques in higher education. A ‘flipped classroom’ approach employs an active classroom and inclusion of pre/post asynchronous course content in replacement of a traditional lecture-based format. This pedagogical research paper investigates the effectiveness of an online flipped classroom approach in the field of physical geography through student evaluation and reflects upon the enforced transition to online learning during the COVID-19 pandemic. An anonymous survey was distributed to final year physical geography students who experienced both on-campus and online education, to evaluate perceived technological skills, broadband access and module delivery preference. Positive qualitative and quantitative results (66 respondents) showed an appreciation for an active classroom, increased student-staff engagement and the use of multimedia resources (i.e. using more than one medium of communication). Sixty-nine per cent of students in this cohort preferred the online flipped classroom to other online lecture-based formats (synchronous or asynchronous). Additionally, 59% of students chose an on-campus flipped classroom approach in replacement of a traditional transmissive lecture or option to remain online in a post-COVID-19 scenario. Overall, this case study provided valuable insight into student experiences of online learning and illuminates a potential pathway to move away from traditional lecture-based methods in undergraduate physical geography. The dynamic, interactive learning environment created by this alternative approach is recommended to enhance learning, accessibility and improve student-staff interaction, particularly for large class sizes where fieldwork may not be feasible.

Enhancing Attainment of Learning Outcomes Through Active Learning

This paper presents an experimental study conducted on employing Active Learning strategies towards enhancing the attainment of learning outcomes of a course "Linear Control Systems" in the undergraduate (UG) Electrical and Electronics Engineering (EEE) programme. The existing UG programme curriculum is retrofitted into outcome-based curriculum. The Programme Outcomes (POs) for this programme are derived from the Graduate Attributes of Washington Accord (WA). In order to meet the POs, Course Learning Outcomes (CLOs) are written predominantly in the Cognitive (Revised Bloom's taxonomy) and Psychomotor (Dave's taxonomy) domains for lecture-based courses and laboratory courses, respectively and very few are written in Affective (Bloom's taxonomy) domain. In this paper, four CLOs (i) Discuss the various classification of control systems (K2), (ii) Define the time and frequency response of the system (K2), (iii) Derive the overall transfer function of the given Block diagram of a system (K3) and (iv) Derive the overall transfer function of a Signal Flow Graph (SFG) of a system (K3) are considered to measure the effectiveness of active learning methods in attaining the outcome. Active learning methods such as Jigsaw, Think-pair-share and Peer instruction, and traditional lecture-based methods were employed. In addition, ClassComm software with student interactive devices was used to measure the students' learning in the classroom and subsequently the attainment of CLOs. This study compares the effectiveness of active learning methods with the traditional lecture-based instruction method in relation to the attainment of CLOs. The overall analysis results reveal that both instructors and students received the active learning methods very well, and they are very effective in enhancing the attainment of learning outcomes. However, instructors are of the view that the duration of the contact period should be at least two hours. Keywords— active learning, Bloom's taxonomy, concept map, control systems, learning outcomes

The Effectiveness of Hybrid and Pure Problem-Based Learning in the Productive Skills and Critical Thinking of Iranian Undergraduate Students through MALL Application

Hybrid problem-based learning (HPBL) as a learner-oriented method involves learning through collaboration while finding solutions to real-world problems. It has been employed in the education of English as a foreign language (EFL) students recently. Implementation of it in an EFL classroom, though might be a challenging task, has been approved a useful method for improving learning of the students. The current study, using a quasi-experimental design, IELTS pretests-posttests, and Honey’s critical thinking questionnaire, attempted to find out the effectiveness of HPBL method in the productive skills and critical thinking of the students by implementing it in an EFL classroom using eight teacher’s made problems through Mobile Assisted Language Learn (MALL) application. The subjects were 60 Iranian undergraduates grouped as one control group (CG) being instructed based on the traditional lecture-based method and two experimental groups being instructed based on HPBL and Pure Problem-Based Learning (PPBL) methods conveniently. Findings of one-way MANOVA, one-sample, and paired-samples t-test revealed that HPBL students had significantly higher mean scores than the PPBL students who were in turn superior to their CG counterparts in terms of productive skills and critical thinking. This study has the potential to advance new ideas and perceptions which can be implemented by EFL learners in improving the productive skills and critical thinking of the learners. Therefore, the findings might bear implications for students, teachers, university curriculum designers, and decision-makers to design more effective curriculums for the teaching of productive skills to the students.

Evaluating the impact of a flipped classroom model based on cognitive science of learning strategies in a pharmacotherapy course

IntroductionThe purpose of this study was to determine the impact of a flipped classroom method based on cognitive science of learning strategies on student performance and experience in a third-year pharmacotherapy course. MethodsThe cognitive science of learning flipped classroom (CSL-FC) strategies in this study included pre-class learning (Preview), in-class application to cases (Retrieval), after-class learning (Spaced Retrieval), and post-module reflection (Deliberate Reflection) in a required pharmacotherapy course. During fall 2017, one instructor piloted the CSL-FC method. During fall 2018, this method expanded to four instructors. All other instructors used traditional lecture-based methods. The same multiple-choice exam questions were used both years. The average exam question scores between teaching methods were compared by independent t-test. Student focus groups were conducted after the 2017 semester. In 2018, students were surveyed using a 5-point Likert rating (1 = strongly agree, 5 = strongly disagree) to evaluate their experience. ResultsThe 2017 and 2018 classes included 132 and 137 students, respectively. During the two years, exam question scores were significantly better with CSL-FC (n = 136 questions) compared to traditional (n = 110 questions) (88.8% vs 84.9%, respectively; P = .02). The focus group analysis revealed three main themes including a “love-hate relationship,” “time,” and “it works.” Student agreement to the survey question “the cognitive science of learning flipped classroom helped me learn” was 2.18 (SD 1.12). ConclusionsImplementing a flipped classroom approach based on cognitive science of learning strategies positively impacted student performance and experience in a pharmacotherapy course.

Application of SQQ-Based Flipped Classroom Model on Students’ Achievement and Engagement in ICT Course

There is an agitation from teacher educators and experts that the traditional lecture-based method is no longer appropriate in teaching Information and Communication Technology (ICT) courses. Though, the government through its policies and reforms introduced ICT courses to schools and colleges to boost students’ ICT knowledge and skills for economic and national development. Studies from across all parts of the world show that using the traditional lecture-based method in teaching the ICT courses had affected students’ academic achievement and engagement. Scholars suggested using technologies and student-centered learning approaches to improve students’ achievement and engagement, particularly in the ICT courses. Flipped classroom model is one of the teaching and learning pedagogies that can overcome the limitations of the traditional lecture-based method. Few studies have investigated the effect of flipping classroom model for the students taking ICT courses. Hence, this paper presents a modified flipped classroom model to improve students’ achievement and learning engagement. The modified flipped classroom model comprises of social constructivist learning theory, bloom taxonomy, cooperative learning model, and study-quiz-question (SQQ) learning strategy.

Using Flipped Classroom Model: Factors Influencing Students’ Satisfaction

The traditional lecture-based method has been used in universities, colleges, and schools to assimilate the knowledge. A modern method of teaching is needed to overcome the limitations and challenges of the traditional lecture-based method, to improve students’ satisfaction and to increase learning outcomes. Among the modern methods of teaching, a flipped classroom (FC) model has recently been implemented as an alternative method of teaching. To explore students’ satisfaction in a flipped classroom model, a quantitative approach with a questionnaire as an instrument was used for data collection from an accessible sample size of 110 students. The results from a Partial Least Square Structural Equation Modelling (PLS-SEM) indicated that perceived value has positively influenced students’ satisfaction. However, the results further revealed that instructor-generated video content, perceived usefulness, and perceived ease of use were found to have no positive influence on students’ satisfaction. The study makes some recommendations that aid in the design and implementation of the FC model. It also offers additional information for those who wish to adopt the FC model in their institutions.

Application of the presentation-assimilation-discussion class in oral pathology teaching.

The presentation-assimilation-discussion (PAD) class is a novel teaching method in which half the class time is allocated for the instructor's presentation and the other half for student's assimilation and discussion. This study evaluates and compares the teaching outcomes of the PAD class and traditional lecture-based method in oral pathology courses in School of Stomatology, Kunming Medical University. The experimental and control groups included 88 undergraduates from Class 2017 and 72 undergraduates from Class 2016, respectively. The PAD method was applied on the experimental group in 2019, whereas the traditional lecture-based method was applied on the control group in 2018. The two groups' teaching outcomes were compared using final theory tests, biopsy diagnostic tests, and questionnaires. The Mann-Whitney U-test and independent-sample t-test were adopted for statistical analysis. In five multiple-choice questions examining the same knowledge point from final theory tests, the distribution of the final scores showed a statistically significant difference between the two groups (p<0.05). In the biopsy diagnostic tests, the experimental group scored higher than the control group (p<0.05). In the questionnaires, there was no statistically significant difference for the "enhancing knowledge mastery" item (p>0.05). However, the experimental group showed significant superiority in the remaining nine items (p < 0.05). [Correction added on August 30, 2021, after first online publication: The data value p was corrected in the last sentence of result section.] CONCLUSIONS: Compared with the traditional lecture-based teaching, the PAD class stimulated a passion for learning among students and results in improved teaching outcomes. Therefore, the application of PAD class in oral pathology teaching should be recommended.

Changes in Teaching and Learning Practice in an Undergraduate Logistics and Transportation Course Using Problem-Based Learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajuba (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

Changes in teaching and learning practice in an undergraduate logistics and transportation course using problem-based learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics &amp; Transportation (L&amp;T) course at the Federal University of Itajubá (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&amp;T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&amp;T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

Comparison of Team Based and Traditional Teaching Methods in Forensic Medicine: on the Basis of Assessment Tools

Objective: To compare two different teaching methods in Forensic Medicine on the basis of assessment tools.Study design and setting: A cross sectional analytical study was conducted at the Department of Forensic Medicine atAl-Tibri Medical College and Hospital, from February to August 2019Methodology: Total 100 students of third year MBBS were included in this study after taking ethical approval from theethical review committee. These students were randomly divided into two groups of 50 students each, with Group A beingtaught through the traditional didactic lectures and Group B by Team Based Learning (TBL). Both groups were assessedusing different assessment tools. Each assessment was of 25 marks and for comparison of marks, independent “t” test wasapplied comparing the mean value through SPSS version 20.0 and the level of significance was taken at &lt; 0.05.Results: The student’s involved in Team Based Learning performed superior than teacher centered strategy. In Group A,the students were taught via traditional lecture-based method and Group B was introduced to Team Based Learning. Themean score of assignment in Group A and Group B showed P value &lt;0.001 that showed significantly higher grades instudent-centered teaching.Conclusion: Team based learning showed significant successful results in all assessment methods, therefore, it has beenconcluded through our study that Team Based Learning is a more effective method of teaching Forensic Medicine and ithelps in making learner autonomous.

The Effects of Flipped Learning on College Students’ Vocabulary Learning

The purpose of the study is to examine the effects of flipped learning in a college ESP class in terms of students’ vocabulary learning and the students’ perceptions of flipped learning. For data collection, 60 seniors of K junior college participated in a flipped learning English class for one semester. The control group was taught by the traditional lecture-based method and the experimental group was taught through the method of flipped learning. A pre-vocabulary test, a post-vocabulary test, and a delayed-vocabulary test were conducted to measure students’ vocabulary knowledge in terms of Nation’s (2013) three dimensions; form, meaning, and use. Then, the students were given a survey questionnaire with open-ended questions. The findings show that there was a significant difference between the vocabulary tests, indicating positive effects of flipped learning classes on vocabulary learning. Flipped learning was more effective to help students learn and memorize the form and meaning of vocabulary than use. The survey results show that students were satisfied with the flipped learning class due to the online visual materials and the collaborative activities in class despite the learners’ burden of having to watch the preview video regularly.

Virtual Reality Visualization Model (VRVM) of the Tricarboxylic Acid (TCA) Cycle of Carbohydrate Metabolism for Medical Biochemistry Education

A major goal of education is to help students retain as much meaningful information as possible for long periods of time. The learning process by which students acquire new knowledge and behaviors is closely related to memory, which is the core of cognition. In a previous study, we developed virtual reality visualization model (VRVM) that can be applied to address difficulties with learning medical biochemistry. Validation and evaluation studies are necessary to assess the usefulness of VRVM. The purpose of the present study is to apply VRVM and evaluate its effectiveness in a real educational environment. We modeled and verified the concept of spatiotemporality of information obtained through VRVM, which augments memories in linkage with hippocampal-centered networks while helping students to transition to higher-order thinking. The effectiveness of VRVM of the tricarboxylic acid (TCA) cycle, an onerous topic for medical students, was compared with that of traditional educational methods. The experimental group used VRVM to learn the TCA cycle, while the control group learned from PowerPoint (Microsoft Co., Redmond, WA, USA) presentations using 2-dimensional (2D) diagrams. Evaluations of short-term and long-term memory indicated that learning using VRVM was more effective than learning through traditional lecture-based methods, and that VRVM resulted in better recall compared to traditional methods. Our findings suggest that VRVM can be applied when teaching students about the complicated TCA cycle, and that it helps medical students to improve their recall of carbohydrate metabolism in the context of medical biochemistry studies.

Effect of virtual versus traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw

BackgroundThis study aimed to compare the effect of virtual and traditional education on theoretical knowledge and reporting skills of dental students in radiographic interpretation of bony lesions of the jaw.MethodsThis experimental study evaluated 39 dental students who had not received any instruction regarding radiographic interpretation of bony lesions of the jaw. They were randomly divided into two groups of virtual (n = 20) and traditional education (n = 19) and matched in terms of their grade point average (GPA). The virtual group received a virtual learning package while the traditional group received traditional classroom instruction for 6 one-hour sessions. Similar contents were taught to both groups by the same mentor. All students participated in a theoretical test with multiple-choice questions and an objective structured clinical examination (OSCE). Similar exams were also held 2 months later to assess knowledge retention. Data were analyzed using independent sample t-test and repeated measures ANOVA.ResultsThe mean scores of theoretical test (P < 0.05) and OSCE (P > 0.05) in the virtual education group (16.60 ± 0.91 and 15.13 ± 0.78) were higher than those in the traditional education group (14.89 ± 0.99 and 14.71 ± 0.92). In both methods of instruction, the mean scores of theoretical test and OSCE at 2 months were lower than the scores acquired immediately after instruction but this difference was not statistically significant (P > 0.05). Type of education had a significant effect on the theoretical test score (P < 0.001) but had no significant effect on the clinical score (P = 0.072).ConclusionsVirtual learning was superior to traditional lecture-based method for enhancement of knowledge acquisition in radiographic interpretation of bony lesions of the jaw. However, to improve our students’ reporting skills, we need to revise our virtual educational program so that the students have more opportunities to engage in reporting skills.