Traditional Lecture Method Research Articles

Comparing the effect of lecture method and cooperative teaching method on the learning, communication skills, and attitudes of students: a quasi-experimental study

IntroductionStudents can enhance their understanding of contemporary scientific developments by acquiring proficiency in the English language. Teaching approaches play a crucial role in language acquisition. The objective of this study was to evaluate the effectiveness of the lecture method in comparison to the cooperative learning method, specifically focusing on students’ learning outcomes, communication skills, and attitudes.MethodsThis quasi-experimental interventional study was conducted at Sirjan School of Medical Sciences, Sirjan, Iran in 2023 involving a sample of 30 third-semester students. Participants were randomly assigned to one of two groups, namely the lecture-based teaching group and the cooperative teaching group, with each group consisting of 15 members. Before and after the intervention, questionnaires were completed to assess learning, communication skills, and attitude in both groups. Data were analyzed by independent t-test to compare the two groups. Also, the Levene’s test was used to check the assumption of the equality of variances. Besides, the paired t-test was applied to compare results within each group. The chi-square test was utilized to compare the qualitative variables, while analysis of covariance (ANCOVA) test with adjusting the base value of dependent variables was used to compare the mean differences between the two groups after the intervention.ResultsFindings showed a statistically significant improvement in the mean learning score of the cooperative group after the intervention, compared to the score prior to the intervention (p = 0.007). Moreover, the communication skills and attitude scores of students in both the cooperative and lecture groups showed a statistically significant increase after the intervention, as compared to their pre-intervention scores (p < 0.05). Additionally, following the intervention, the mean scores for communication skills and attitudes were significantly higher in the cooperative group compared to the lecture group, with statistical significance indicated by p < 0.001 and p = 0.03, respectively.ConclusionThis study highlights the effectiveness of cooperative teaching over traditional lecture methods in enhancing students’ learning outcomes, communication skills, and attitudes. The findings indicate that cooperative learning fosters greater engagement, collaboration, and significant interaction among students, ultimately leading to improved academic performance and student satisfaction within the educational framework examined.

Comparison between virtual reality and traditional lecture methods in educating respiratory therapy students on pediatric difficult airway diseases.

Pediatric airway diseases are associated with complex challenges because of smaller and more dynamic airway structures in children. These conditions, along with specialized management by medical care staff, should be immediately and precisely recognized to prevent life-threatening obstructions and long-term respiratory complications. Recently, virtual reality (VR) has emerged as an innovative approach to clinical medical education. To evaluate and compare the effectiveness of VR-based education and traditional lectures in enhancing knowledge retention, clinical reasoning, and motivation among senior respiratory therapy students. This experimental research was conducted between November 2020 and September 2022, involving 54 students from a School of Respiratory Therapy, with 43 completing a pre-test and undergoing random assignment into either a VR or a traditional education (non-VR) group. Samsung Gear VR Oculus headsets were used by the VR group for instructions on conditions such as laryngeal malacia, subglottic stenosis, and tracheomalacia. Theoretical exams, objective structured clinical examinations (OSCE), and instructional material motivation survey (IMMS) were used to evaluate participants' knowledge retention, clinical reasoning, and application capabilities, followed by statistical analysis comparing both study groups. No significant differences in pre-test scores were observed between the two groups. However, the VR group outperformed the non-VR group in OSCE scores significantly (p = 0.003) and demonstrated greater learning motivation and satisfaction based on IMMS scores. No notable difference in immediate post-education theoretical examination scores was observed between the groups. VR-based education markedly improved the clinical reasoning and application skills of respiratory therapy students over traditional lecture methods. VR learning also increased students' motivation and satisfaction, indicating a more immersive and effective educational experience. These findings reveal that VR may be best utilized as a supplemental educational tool in clinical training programs. Future studies with larger samples and longer follow-up are warranted to further explore the optimal integration of VR in education.

A Comparative Study on Traditional and Case Based Teaching Learning Methods and Its Impact on Academic Performance Among First Year Medical Students

Background: The goal of medical education is to develop skilled practitioners who are attuned to the health issues faced by the community. Although lectures are commonly employed to impart new information, a drawback is that the audience tends to be passive and may thus become disengaged. Learning is made up of various interconnected components and involves complex mental processes like problem-solving and analytical thinking. The goal of using structured methods and organized resources is to equip students with effective learning tools. This enables them to gain a deep understanding of cognitive processes and develop the relevant skills needed for their careers. Case-Based Learning (CBL) involves examining a health issue presented by a patient, analysing and understanding pertinent details from past cases, systematically exploring and evaluating the situation, and planning the appropriate management for the patient. Materials and methods: The present study was cross sectional case control study conducted in the department of anatomy, Sri Siddhartha Medical College, Tumkur, Karnataka, India. Results: A total of 192 first year MBBS students participated in the first session of the study and 172 first year MBBS students participated in the second session of the study. The pre-test and post-test total scores of first and second session shows that students have performed better in CBL group when compared to the traditional lecture method of teaching. In the Critical Thinking Exercise scores of session -1 and 2, CBL group was found to be higher when compared to the traditional lecture group which was statistically significant. Comparison of means of internal assessments scores of CBL and Traditional lecture groups showed that the mean internal assessments score of CBL group was higher compared to Traditional lecture group which was statistically significant. Conclusion: Incorporating case-based learning (CBL) into our medical curriculum as a regular teaching method for large group settings should be considered. The integration of didactic lectures with CBL proves to be an effective educational approach. Positive feedback from both students and faculty suggests that CBL has been successfully introduced in departments like anatomy. However, further research is needed to evaluate how well students learn, understand, and retain the course content to fully support the implementation of this method in large undergraduate classes. KEY WORDS: Case-based learning, Traditional teaching learning methods, Critical thinking.

Treinamento baseado em Computador- Solução para a melhoria da instrução nas unidades aéreas do COMGAR

The article discusses the need for modernization of instruction in the air units of the Command of Air (COMGAR) through the adoption of Computer-Based Training (CBT). The traditional lecture method has proven ineffective, facing challenges such as lack of time and student engagement. CBT, on the other hand, offers an interactive and individualized approach, allowing officers to retain essential knowledge for their administrative and operational roles. The proposal includes lesson preparation by the Simulation and Instruction Squadron (ESI) and the need for adequate hardware and software resources in the air units. The implementation of CBT is seen as a viable and modern solution, aligning with best teaching practices.

Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis

AbstractBackgroundIn recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital‐based learning environments. Technological game‐based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.ObjectivesThis article aims to examine the effects of Kahoot, a digital learning platform, on education through meta‐analysis. This meta‐analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.MethodsThe study conducted a meta‐analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was n = 1706 for the experimental group and n = 1647 for the control group.Results and ConclusionThe findings from the meta‐analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.TakeawaysThese results underscore the potential of Kahoot as an effective educational tool. The results of this study provide valuable guiding information for educators and policy makers by helping to optimize teaching methods and learning environments through the effective use of digital tools, such as Kahoot. The findings suggest that Kahoot can increase academic achievement, retention, motivation and attitudes and potentially reduce anxiety, making it a promising digital tool for modern educational practice.

Korean Triage and Acuity Scale education using role-playing and its effects on triage competency: A quasi-experimental design.

Triage is the process of prioritizing patients in the emergency department (ED). This has a pivotal role in ensuring patient safety and that the ED operates smoothly; therefore, triage training education is an important aspect of triage nurses' preparedness in different emergency situations. This study employed a quasi-experimental research design using a non-equivalent control group pre-post-test design to verify the effect of the Korean Triage and Acuity Scale (KTAS) education using role-playing on the knowledge of triage, triage performance ability, and triage competency in nursing students. Participants were 78 fourth-year nursing students from Shinseong University in South Korea; 39 were assigned to the experimental group, and 39 to the control group. The intervention was conducted for three weeks, from January 31 to February 16, 2024. The experimental group received KTAS education through role-playing, whereas the control group received triage education through lectures. Triage knowledge (t = 2.94, p = .004) and triage performance ability (t = 3.11, p = .003) were significantly improved in the experimental group. However, there was no significant difference in triage competency between groups (t = 1.32, p = .192). The post-test score of triage record in the experimental group showed a significant improvement over time (t = 0.56, p < .001). This study demonstrated that KTAS education using role-playing was more effective in improving triage knowledge and performance ability than traditional lecture methods for nursing students. Triage education programs should be developed considering the effectiveness of various teaching methods.

Comparison of Problem-based Learning and Didactic Lecture as a Teaching–Learning Method among Undergraduate Medical Students: An Interventional Study

Background Didactic lecture (DL) is a teaching method that has been there for a long time in our educational system, but student involvement is minimal. Problem-based learning (PBL) differs in that it involves students in the learning process. Various skills are learned, such as self-learning, group discussion, communication skills, teamwork and knowledge retention. Critical thinking, analysis and the ability to solve real problems are some benefits of PBL, which can help medical students understand clinical scenarios and analyse, interpret and come up with possible solutions based on sound knowledge. Thus, there is a need to assess the effectiveness of PBL in recall, interpretation and problem-solving skills as compared to the traditional lecture method, as there are very few Indian studies related to PBL in Indian medical students. Materials and Methods A non-randomised interventional study was carried out in the Department of Pharmacology at East Point Medical College, Bengaluru. Groups A and B, each with 60 medical students, participated in PBL and DL for either of the two competencies (myocardial infarction and iron deficiency anaemia). After the completion of the DL and PBL sessions, 20 multiple-choice questions (MCQs) were given to the students. The effectiveness of the teaching method was determined by comparing the mean scores of MCQs of both groups. Results The group scores were compared using an independent sample t-test and expressed as mean ± standard deviation. The total mean score of PBL for the topic myocardial infarction (11.00 ± 2.64, p value = .001) was statistically significant compared with the total mean score in the DL group (9.38 ± 2.52), and the total mean score of PBL for the topic iron deficiency anaemia (15.28 ± 3.53, p value = .001) was significant compared to the total mean score in the DL group (12.98 ± 3.61), respectively. The mean score for recall and problem-solving for the topic of myocardial infarction was statistically significant in the PBL group compared to the DL group. The mean score for recall, interpretation and problem-solving for the topic of iron deficiency anaemia was statistically significant in the PBL group compared with the DL group. Conclusion PBL showed marked improvement in recall, interpretation and problem-solving abilities compared with DL. So, including PBL as a teaching–learning method can promote active and student-centered learning.

Effectiveness of STEM Learning Model and Project-Based Learning to Enhance Critical Thinking Skills in Senior High School

STEM and Project-Based Learning (PjBL) learning models have been applied to support 21st century learning. However, no empirical evidence has been found to reveal the combined effectiveness of the two models. This study aims to determine the effectiveness of STEM, Project-Based Learning (PjBL), and lecture learning models in improving critical thinking skills. The research was conducted at SMA Negeri 8 Ternate City, North Maluku Province, involving 64 students divided into three classes studying Indonesian natural resource management. A concurrent embedded strategy combining quantitative and qualitative data collection was used. Initial test data indicated reliability at 0.76, with normality tests for the STEM model at 0.08, the PjBL model at 0.13, and lecture learning at 0.14, all showing normally distributed data. The homogeneity test showed homogeneous data with a value of 1.097. The balance test using one-way ANOVA indicated balanced initial abilities (Fhitung 2.52 Ftabel 3.14). Results demonstrated that by applying the STEM and PjBL learning models, students achieved proficiency in critical thinking skills. Final test data, including normality tests, one-way unequal ANOVA, and post-ANOVA tests, showed significant improvement in critical thinking skills. The STEM model and PjBL model were both effective with no significant differences between them, while both differed significantly from the lecture learning model. The results suggest that both STEM and PjBL models are effective in enhancing critical thinking skills. To address the shortcomings of traditional lecture methods, educators should consider integrating STEM and PjBL approaches into their teaching practices.

Challenges and Solutions of Using Technology at Undergraduate Level in a Northern Border Area Government College in Bangladesh

This study seeks to detect the problems and solutions of using technology at Kurigram Government College at the undergraduate level, located in the northern border area of Bangladesh. The study presents the existing scenario of using technology in Kurigram Government College at the undergraduate level since the practice of technology in the class is not standard. Semi-structured interviews and focus group methods have been applied, following the qualitative method. The principal and four teachers were selected for semi-structured interviews from three faculties, namely science, arts and social science, and business studies. Simultaneously, 40 students (20 males and 20 female) participated in the focus group discussion at the undergraduate level. A purposive sampling method was used to select participants. After collecting the qualitative data from semi-structured interviews and focus group discussions, the data was analyzed. Lack of training in preparing PowerPoint slides, dependency on following the traditional lecture method, the senior teacher's unwillingness to receive the training on technology, and limitations such as load shedding, low speed of the internet, inadequate internet facilities, and the absence of a biometric system are the main causes of not using technology in the class at the undergraduate level. Based on the problems, the study provides some recommendations. Proper training on technology for the teachers should be mandatory. Moreover, the use of email, video, mobile, image multimedia projectors, Facebook, and browsers can strengthen the quality of class. Through the use of these devices and mediums, the transmission of ideas and documents can easily be accessed.

Peer-assisted Learning in Safety Education Courses to Increase the College Students’ Achievement, Collaboration Ability and Satisfaction

Background and Aim: The safety education courses at colleges typically address specific events and crises reactively rather than proactively cultivating an ongoing culture of "active safety." Traditional lecturing methods dominate, often failing to engage students personally or foster critical awareness and skills. This study explores the implementation of Peer-Assisted Learning (PAL) in safety education to enhance learning outcomes for physics majors at Guangxi Normal University for Nationalities. The aims are to: (1) assess the impact of PAL on students' academic achievement in safety topics, (2) evaluate the development of cooperative skills, and (3) gauge improvements in student satisfaction with the learning process. Materials and Methods: Thirty students from a freshman physics class participated. They engaged in PAL throughout the course. Data were collected via pre-tests and post-tests, surveys, and interviews, then analyzed using SPSS to evaluate changes in learning achievement, cooperative abilities, and satisfaction levels. Results: The study found that students who participated in PAL significantly improved in all three areas. Test scores increased markedly post-intervention, indicating enhanced understanding and retention of safety education content. Additionally, there was notable advancement in students' abilities to collaborate effectively and marked increases in their overall satisfaction with the educational experience. Conclusion: PAL effectively enhances safety education courses' educational outcomes. By actively engaging students and encouraging peer interaction, PAL can significantly boost academic achievement, develop cooperative skills, and increase student satisfaction, suggesting its broader applicability in educational strategies within college settings.

Empowering ESP Students Through a Scientific Approach: Unveiling the Impact on Engagement and Reading Comprehension Achievement

This study is anchored in the constructivist theoretical perspective, which emphasizes the active role of learners in constructing knowledge through interaction and experience. It aims to investigate the efficacy of a scientific method in improving reading comprehension and student engagement among Informatics Study Program students at Universitas Jenderal Achmad Yani Cimahi, Indonesia. The study utilizes a mixed-methods research design to assess the effectiveness of traditional lecture methods and the scientific approach in enhancing reading achievement. The study was conducted at Universitas Jenderal Achmad Yani Cimahi in West Java and involved 68 second-semester students enrolled in the Informatics Study Program, with a specific focus on the English Practicum course. The results of the research found that the scientific approach led to better reading comprehension and higher engagement levels compared to traditional lectures. However, when comparing the two methods, the statistical analysis showed no significant difference between them, suggesting that the impact of the scientific approach may vary. The study also found the value of student-centered, evidence-based teaching methods for improving educational outcomes in English for Specific Purposes (ESP) settings. The study emphasizes the necessity of employing adaptable, empirically supported teaching methods to address a wide range of learning requirements and enhance educational achievements. Although the study has limitations that are specific to its environment and relies on data provided by the participants themselves, the findings strongly support a wider adoption of scientific approaches in teaching reading comprehension.

Effectiveness of the flipped classroom method using clinical scenarios and Educational Technology versus Subject-Based Lectures in a gastrointestinal physiology course for medical students

BackgroundMedical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom methods in medical education, particularly related to clinical scenarios and educational technology, is still in its early stages. This study aims to evaluate the effectiveness of the flipped classroom method using clinical scenarios and educational technology versus subject-based lectures in the course of gastrointestinal physiology for medical students.MethodsA total of 60 medical students participated in this study. The control group (n = 30) received traditional subject-based lectures and participated in question-and-answer sessions. The intervention group (n = 30) received non-attendance educational content and participated in small group discussions based on clinical scenarios. Course satisfaction was measured using an 18-item questionnaire, and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of Kirkpatrick’s model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24.ResultsThe findings indicated that the post-test scores in the intervention group were significantly higher compared to the control group. However, according to the student satisfaction questionnaire, satisfaction was significantly lower in the intervention group compared to the control group.ConclusionThis study demonstrated that the flipped classroom method, compared to traditional lectures, improved the learning and performance of medical students at Hamadan University of Medical Sciences in the course of gastrointestinal physiology.

Enhancing Senior Secondary School Students' Academic Performance in Chemistry Through the Implementation of Think-Pair-Share Strategy

This study investigates the impact of the Think-Pair-Share (TPS) strategy on students' academic performance in Chemistry at the Awka Education Zone, establishing its significance in addressing persistent poor performance in the subject. A quasi-experimental design was employed, with Chemistry taught to the experimental group via TPS and to the control group by traditional lecture methods. The study’s population consisted of all Chemistry students in public secondary schools within the Awka Education Zone, totalling 1,298 students, from which a sample of 120 students (60 males and 60 females) was drawn using purposive sampling and straightforward balloting. Data were collected using the Achievement in Chemistry Test, a validated instrument with a reliability factor of 0.83. Mean and standard deviation were used to analyze the research questions, while a t-test was used to examine the hypotheses. Results showed that students taught Chemistry using TPS outperformed those taught by lecture. Male students taught using TPS outperformed female students, whereas, with the lecture method, male students also outperformed female students. There was a significant difference in achievement scores between students taught with TPS and those taught with the lecture method, as well as between Male and Female Students taught with TPS. Students of all sexes did badly when taught using the lecture method. The study recommends the implementation of TPS in teaching Chemistry and calls for the provision of resources by the government to enhance its effectiveness.

THE EFFECT OF GAMIFIED LEARNING ON STUDENTS' ACHIEVEMENT IN YORUBA LANGUAGE

This study aimed to examine the impact of gamification on the academic achievement of students in Yoruba compared to the traditional lecture method. A quasi-experimental design was employed, involving one experimental and one control group comprising 90 senior secondary class 2 students from two schools in Education District 5 of Lagos State. A Yoruba language achievement test (YLAT) was used for data collection, validated by experts, and tested for reliability with a coefficient of 0.76. Both groups underwent pretests, four weeks of treatment, and post-tests. The experimental group, exposed to gamification, achieved a mean score of 29.18, significantly higher than the control group's mean score of 12.73. The result of the ANCOVA test on the post-test achievement scores showed that the difference in the performance between the students in the experimental class and control class was significant, F (1, 87) = 176.403; p &lt; 0.05. This implies the statistical analysis revealed a significant difference in achievement between the gamification and lecture groups. These findings underscore the efficacy of gamification in enhancing students’ achievement in the Yoruba language. It was recommended that teachers should integrate gamified elements into Yoruba language instruction to enhance students’ engagement and motivation; as a result, institutions should provide professional development opportunities for teachers to effectively implement gamified learning strategies.

Meningkatkan Minat Belajar Anak Taman Kanak-kanak melalui Pembelajaran di Luar Kelas

This study explores the impact of outdoor learning activities on increasing children's interest in learning, both physically and mentally. The focus is on early childhood education, emphasizing active creation and experiential learning over traditional lecture methods. This approach encourages children to learn from their own experiences and form conclusions based on their own observations and thoughts. The research investigates how taking students outside the classroom for teaching enrichment provides them with unique learning experiences unavailable within the confines of a traditional classroom setting. By engaging with their environment, students gain opportunities to observe and experience firsthand, fostering a deeper understanding and interest in the subjects taught. The methodology includes observational studies and qualitative analysis of students' responses to outdoor learning activities. Results indicate that learning outside the classroom significantly enhances children's engagement and enthusiasm for learning. This study concludes that incorporating outdoor learning into early childhood education can provide substantial benefits, enriching students' educational experiences and supporting their overall development.

The effect of the mind mapping learning model on the creative thinking ability of elementary students in learning mathematics

The primary objective of this study was to explore how the Mind Mapping instructional approach influences the creative thinking abilities of fourth-grade students in mathematics. This research utilized a quantitative method employing a quasi-experimental design involving two distinct groups: one serving as the experimental group and the other as the control group. The study was conducted at SDN Karadenan, with a sample of 24 fourth-grade students participating in the experimental group and 29 students from SDN Paledang in the control group, selected through purposive sampling. The main focus was to assess the impact of the Mind Mapping approach on students' creative thinking skills in mathematics. Data was collected using the t-test method. The mean difference between the two groups was 4.89 (experimental group = 66.70 and control group = 52.65), indicating that the Mind Mapping approach was more effective compared to traditional lecture methods, question-answer sessions, and assignments. The findings were statistically significant (p = 0.000) based on Independent Sample T-Test analysis. As the significance level (0.000) was less than 0.05, the null hypothesis was rejected, confirming that the Mind Mapping approach significantly enhances creative thinking skills in mathematics among students. Thus, it can be concluded that the Mind Mapping instructional model has a substantial positive impact on students' creative thinking abilities in the context of mathematics.

Comparative Study of the Flipped Classroom and Traditional Lecture Methods in Anatomy Teaching.

Background The National Medical Commission (NMC), the regulatory body for medical education in India introduced competency-based medical education (CBME) in 2019. It is an outcome-based learner-centric approach. To implement it, active and innovative learning strategies are being introduced. A flipped classroom (FC) is one such teaching method in which learners are provided learning materials before class with active discussion during teaching sessions. This promotes critical thinking, better retention, and future clinical applicability. This study aimed to compare FC and traditional teaching methods for first-phase medical learners for the anatomy curriculum. The objectives of this study were to evaluate the effectiveness of FC viz-a viz traditional lecture method for certain topics of clinical relevance from the anatomy curriculum and assess students' perception of the FCmethod. Methodology The study was conducted on 96 phase-one medical learners after obtaining approval from the Institutional Ethics Committee. After obtaining informed consent, a simple random sampling method was used to group the students into two groups. For the same topic, one group was taught with the FC method, while the other group was taught using the didactic lecture (DL) method. A crossover was done for another topic. Students were assessed by pre- and post-tests. Students' perceptions' wererecorded by a pre-validated questionnaire quantified on a Likert scale. Results The difference in posttest scoresfor the topics taughtbetween the two groups was found to be statistically significant. Perception regarding various aspects of the FC method was affirmative. Conclusions The results of this study indicated that FC is advantageous for students. It improves learner engagement and performance, and students' perception of the method was positive. Effective execution of this method requires detailed planning, constant motivation, and consistent efforts. Therefore, this method should be used more often for the benefit of students.

Comparison of blended learning and traditional lecture method on learning outcomes in the evidence-based medicine course: a comparative study

BackgroundBlended learning comprised with flipped classroom (FC) and “internet plus” is a new learning strategy that reverses the position of teacher and students in class, and provides abundant learning resources before and after class. This study aimed to assess the impact of blended learning on learning outcomes in evidence-based medicine course, and compare with traditional learning method.MethodsThe participants of the two groups were from two difference cohorts in Air force medical university in China. The two groups toke the same pre-test before class and then were given the teaching of same chapters of evidence-based medicine with two different learning strategy. In the blended learning group, the participants were required to create a debriefing slide about their learning outcomes and the answers of questions given in advance after study the learning material sent by teacher a week before class, and the teacher gave a detailed summary based on the common problems, and distributed multimedia resources for review. After the experiment was carried out, learning outcomes including mastering knowledge, learning satisfaction, and self-evaluation were compared.Results37 and 39 participants were enrolled to blended learning and traditional learning groups, respectively, and no statistically significant difference were found in baseline information and pre-test grades. Statistically significant differences were found in learning outcomes including post-test score (t = 2.90, p = 0.005), changes of scores between pre-test and post-test (t = 2.49, p = 0.022), learning satisfaction (t = 12.41, p = 0.001), and self-evaluation of the two groups (t = 7.82, p = 0.001). Especially, the changes of scores between pre-test and post-test of blended learning and traditional learning groups were 4.05 (4.26), and 2.00 (2.85), respectively.ConclusionsThis study showed that compared with traditional learning strategy, blended learning can effectively enhanced participants’ acquisition of knowledge, learning satisfaction, and self-evaluation in evidence-based medicine. Using blended learning method including “internet plus” and flipped classroom is recommended in the teaching of evidence-based medicine course.

The Impact of Integration of E-Learning in Science: Applying Technology in Biology Classes as a Model.

Background The most common teaching method in science is the lecture-based approach. E-learning is one of the advanced teaching methodologies that have gained attention in recent decades. It was hypothesized that the intervention of e-learning improved students' scores and satisfaction in biology classes. The purpose of this study was to determine if e-learning combined with traditional learning methods of lectures would improve unified students' scores and satisfaction in biology classes. Methodology The study design was a quasi-experimental approach. This study was conducted at the College of Science and Health Professions Jeddah, King Saud bin Abdulaziz University for Health Sciences, Jeddah,Kingdom of Saudi Arabia. The study subjects comprised first-year female students (pre-professional program) in two different classes. The total number of participants was 150 (75 students in each group). The systematic random sampling technique was used. Randomly, one class (experimental group) received e-learning in addition to traditional lectures, and the other group (control group) received traditional lecture. The "Biology for Health Sciences" course was selected for this purpose. Scientific pre-test and post-tests were performed, and a satisfaction questionnaire was filled in for both groups. Results We found that e-learning and traditional lecture improved students' scores (P<0.01). Learning progress in the e-learning group was significantly more than that in the control group (P<0.05). Lecture has been shown to increase learning gains by 33%, and the integration of e-learning increased learning gains by 62%. Analysis of questionnaire results showed improved student satisfaction with the course in the study group. Conclusion The integration of e-learning approach significantly improved the retention and students' scores and satisfactions. E-learning could be applied more in pre-professional year science courses. According to these advantages, the quality of science education can be improved with this approach.

Factors affecting students’ concept retention in learning science online using instructional videos

Effective science instruction in a blended learning approach is synonymous with the strategic use of instructional videos (IVs) to fill the gap in teacher support. This study aims to determine the IVs’ effectiveness in improving students' concept retention and overall learning experiences. The experimental group was exposed to instruction integrating IVs via embedded mixed-method design, whereas the control group was exposed to traditional lecture methods. The results showed that students' post-test scores and concept retention improved significantly in the experimental group, where students reported better learning experiences than in the control group. This beneficial effect of a technology-integrated approach can be attributed to various elements of IVs, such as engaging content, motion graphics, video length, the language used, and the speaker's perspective. This study recommends that IVs be used to enhance learning opportunities and results in the teaching and learning process.