Document Detail

Blended learning positively affects students' satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation.
MedLine Citation:
PMID:  19184497     Owner:  NLM     Status:  MEDLINE    
Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors' quality and the students' motivation. To enhance students' motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning--bPBL). The study aims at determining whether bPBL increases the students' motivation and supports the learning process with respect to the students' cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students' test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors' opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning.
Vanessa Woltering; Andreas Herrler; Klaus Spitzer; Cord Spreckelsen
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Publication Detail:
Type:  Journal Article     Date:  2009-01-30
Journal Detail:
Title:  Advances in health sciences education : theory and practice     Volume:  14     ISSN:  1573-1677     ISO Abbreviation:  Adv Health Sci Educ Theory Pract     Publication Date:  2009 Dec 
Date Detail:
Created Date:  2009-11-03     Completed Date:  2010-01-26     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  9612021     Medline TA:  Adv Health Sci Educ Theory Pract     Country:  Netherlands    
Other Details:
Languages:  eng     Pagination:  725-38     Citation Subset:  IM    
Department of Medical Informatics, RWTH Aachen University, Pauwelsstr. 30, 52074, Aachen, Germany.
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MeSH Terms
Chi-Square Distribution
Computer-Assisted Instruction
Consumer Satisfaction*
Education, Medical, Undergraduate / methods*
Models, Educational*
Problem-Based Learning*
Program Evaluation
Statistics, Nonparametric
Students, Medical / psychology*
Teaching / methods*
Young Adult

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine

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