scholarly journals Association of Online Learning Behavior and Learning Outcomes for Medical Students: Large-Scale Usage Data Analysis

10.2196/13529 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e13529 ◽  
Author(s):  
Martina Bientzle ◽  
Emrah Hircin ◽  
Joachim Kimmerle ◽  
Christian Knipfer ◽  
Ralf Smeets ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Outcomes ◽  
Large Scale ◽  
Learning Material ◽  
Digital Learning ◽  
Activity Data ◽  
Online Platform ◽  
Exam Scores ◽  
Usage Data

Background Digital learning environments have become very common in the training of medical professionals, and students often use such platforms for exam preparation. Multiple choice questions (MCQs) are a common format in medical exams and are used by students to prepare for said exams. Objective We aimed to examine whether particular learning activities contributed more strongly than others to users’ exam performance. Methods We analyzed data from users of an online platform that provides learning materials for medical students in preparation for their final exams. We analyzed whether the number of learning cards viewed and the number of MCQs taken were positively related to learning outcomes. We also examined whether viewing learning cards or answering MCQs was more effective. Finally, we tested whether taking individual notes predicted learning outcomes, and whether taking notes had an effect after controlling for the effects of learning cards and MCQs. Our analyses from the online platform Amboss are based on user activity data, which supplied the number of learning cards studied and test questions answered. We also included the number of notes from each of those 23,633 users who had studied at least 200 learning cards and had answered at least 1000 test exam questions in the 180 days before their state exam. The activity data for this analysis was collected retrospectively, using Amboss archival usage data from April 2014 to April 2017. Learning outcomes were measured using the final state exam scores that were calculated by using the answers voluntarily entered by the participants. Results We found correlations between the number of cards studied (r=.22; P<.001) and the number of test questions that had been answered (r=.23; P<.001) with the percentage of correct answers in the learners’ medical exams. The number of test questions answered still yielded a significant effect, even after controlling for the number of learning cards studied using a hierarchical regression analysis (β=.14; P<.001; ΔR2=.017; P<.001). We found a negative interaction between the number of learning cards and MCQs, indicating that users with high scores for learning cards and MCQs had the highest exam scores. Those 8040 participants who had taken at least one note had a higher percentage of correct answers (80.94%; SD=7.44) than those who had not taken any notes (78.73%; SD=7.80; t23631=20.95; P<.001). In a stepwise regression, the number of notes the participants had taken predicted the percentage of correct answers over and above the effect of the number of learning cards studied and of the number of test questions entered in step one (β=.06; P<.001; ΔR2=.004; P<.001). Conclusions These results show that online learning platforms are particularly helpful whenever learners engage in active elaboration in learning material, such as by answering MCQs or taking notes.

scholarly journals Association of Online Learning Behavior and Learning Outcomes for Medical Students: Large-Scale Usage Data Analysis (Preprint)

2019 ◽  
Author(s):  
Martina Bientzle ◽  
Emrah Hircin ◽  
Joachim Kimmerle ◽  
Christian Knipfer ◽  
Ralf Smeets ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Learning Outcomes ◽  
Large Scale ◽  
Learning Material ◽  
Digital Learning ◽  
Activity Data ◽  
Online Platform ◽  
Exam Scores ◽  
Usage Data

BACKGROUND Digital learning environments have become very common in the training of medical professionals, and students often use such platforms for exam preparation. Multiple choice questions (MCQs) are a common format in medical exams and are used by students to prepare for said exams. OBJECTIVE We aimed to examine whether particular learning activities contributed more strongly than others to users’ exam performance. METHODS We analyzed data from users of an online platform that provides learning materials for medical students in preparation for their final exams. We analyzed whether the number of learning cards viewed and the number of MCQs taken were positively related to learning outcomes. We also examined whether viewing learning cards or answering MCQs was more effective. Finally, we tested whether taking individual notes predicted learning outcomes, and whether taking notes had an effect after controlling for the effects of learning cards and MCQs. Our analyses from the online platform Amboss are based on user activity data, which supplied the number of learning cards studied and test questions answered. We also included the number of notes from each of those 23,633 users who had studied at least 200 learning cards and had answered at least 1000 test exam questions in the 180 days before their state exam. The activity data for this analysis was collected retrospectively, using Amboss archival usage data from April 2014 to April 2017. Learning outcomes were measured using the final state exam scores that were calculated by using the answers voluntarily entered by the participants. RESULTS We found correlations between the number of cards studied (r=.22; P<.001) and the number of test questions that had been answered (r=.23; P<.001) with the percentage of correct answers in the learners’ medical exams. The number of test questions answered still yielded a significant effect, even after controlling for the number of learning cards studied using a hierarchical regression analysis (β=.14; P<.001; ΔR2=.017; P<.001). We found a negative interaction between the number of learning cards and MCQs, indicating that users with high scores for learning cards and MCQs had the highest exam scores. Those 8040 participants who had taken at least one note had a higher percentage of correct answers (80.94%; SD=7.44) than those who had not taken any notes (78.73%; SD=7.80; t23631=20.95; P<.001). In a stepwise regression, the number of notes the participants had taken predicted the percentage of correct answers over and above the effect of the number of learning cards studied and of the number of test questions entered in step one (β=.06; P<.001; ΔR2=.004; P<.001). CONCLUSIONS These results show that online learning platforms are particularly helpful whenever learners engage in active elaboration in learning material, such as by answering MCQs or taking notes.

scholarly journals Feasibility of learning dermatology among undergraduates through online means: the impact of COVID-19

2021 ◽  
Vol 12 (4) ◽  
pp. 354-358
Author(s):  
Sagar Pokhrel ◽  
Neelam Dahal ◽  
Dhan Kesar Khadka
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Large Scale ◽  
Online Survey ◽  
Learning Material ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Online Tools ◽  
The Impact

Background: The outbreak of the deadly disease COVID-19 has shaken the entire world. The pandemic has resulted in a global lockdown affecting all areas of life, including medical education. This has impeded the traditional way of teaching and learning activities and forced educational institutions such as medical universities to shift rapidly to distance and online learning. Aims and Objectives: The aim was to find out the impact of COVID-19 and the perception of undergraduate students of B.P. Koirala Institute of Health Sciences (BPKIHS) of learning dermatology through online means. Methods: A cross-sectional study was conducted with a self-administered online questionnaire. The inclusion criteria were all MBBS third and fourth years students of BPKIHS willing to participate in the study. Result: A total of 151 participants agreed to complete the online survey questionnaire. The overall attitude toward online education was positive. The majority of students agreed that online learning material should be of high quality for online education (66.2%) and that online learning will bring new opportunities for organizing teaching and learning (62.3%). Zoom and Dudal were the most common online tools used by students. The geographic location, lack of past experience in using online tools, and communication barriers such as a poor Internet connection and frequent electricity cutoffs were identified by students as the main barriers to online education. Conclusion: Although the COVID-19 pandemic culminated in the lockdown of medical universities, it provided opportunities for bringing innovations into effect. Such large-scale studies are missing in developing countries such as Nepal, thus further research is needed to explore these possibilities nationwide.

Conception and Feasibility of a Digital Tele-Guided Abdomen, Thorax, and Thyroid Gland Ultrasound Course for Medical Students (TELUS study)

2021 ◽  
Author(s):  
Elena Höhne ◽  
Florian Recker ◽  
Erik Schmok ◽  
Peter Brossart ◽  
Tobias Raupach ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Average Score ◽  
Learning Material ◽  
Digital Learning ◽  
Undergraduate Medical Students ◽  
Final Exam ◽  
Image Rating

Abstract Purpose Medical education has been transformed during the COVID-19 pandemic, creating challenges regarding adequate training in ultrasound (US). Due to the discontinuation of traditional classroom teaching, the need to expand digital learning opportunities is undeniable. The aim of our study is to develop a tele-guided US course for undergraduate medical students and test the feasibility and efficacy of this digital US teaching method. Materials and Methods A tele-guided US course was established for medical students. Students underwent seven US organ modules. Each module took place in a flipped classroom concept via the Amboss platform, providing supplementary e-learning material that was optional and included information on each of the US modules. An objective structured assessment of US skills (OSAUS) was implemented as the final exam. US images of the course and exam were rated by the Brightness Mode Quality Ultrasound Imaging Examination Technique (B-QUIET). Achieved points in image rating were compared to the OSAUS exam. Results A total of 15 medical students were enrolled. Students achieved an average score of 154.5 (SD ± 11.72) out of 175 points (88.29 %) in OSAUS, which corresponded to the image rating using B-QUIET. Interrater analysis of US images showed a favorable agreement with an ICC (2.1) of 0.895 (95 % confidence interval 0.858 < ICC < 0.924). Conclusion US training via teleguidance should be considered in medical education. Our pilot study demonstrates the feasibility of a concept that can be used in the future to improve US training of medical students even during a pandemic.

scholarly journals PROMOTING INTERACTIVITY IN ONLINE LEARNING – TOWARDS THE ACHIEVEMENT OF HIGH-QUALITY ONLINE LEARNING OUTCOMES

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Talent Rugube ◽  
Khetsiwe Eunice Mthethwa-Kunene ◽  
Cosmas Maphosa
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Higher Learning ◽  
Transactional Distance ◽  
Digital Learning ◽  
Effective Distance ◽  
Face To Face ◽  
Transactional Distance Theory ◽  
Institutions Of Higher Learning ◽  
Learning Platforms

Online learning is different from face-to-face contact learning. The former is technology-mediated and often accused of lacking the interaction the learners would have when learning together in contact sessions. However, the richness of online learning is flexibility, which allows learning to take place anytime from anywhere. Online learning through the utilisation of digital learning platforms may provide rich learning experiences. The Covid-19 pandemic prompted most institutions of higher learning to move to online learning due to restrictions on gathering. Some of the institutions were not prepared for this move and this resulted in challenges in implementing online learning effectively. When online learning is not implemented properly, students will be pedagogically distanced from the course instructor and the learning process. Moore’s (1989) transactional distance theory notes the importance of pedagogical distance to ensure effective distance learning. In this discussion, we unpack the transactional distance theory and suggest ways of promoting interactivity in online learning in different ways. Conclusions are drawn from the discussion and recommendations are made. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN LISTENING TEAM UNTUK PENINGKATAN HASIL BELAJAR PKn SISWA KELAS V SD NEGERI 184 PEKANBARU

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Daniel Abed Nego ◽  
Eddy Noviana ◽  
Lazim N.
Keyword(s):  
Learning Outcomes ◽  
Team Learning ◽  
Learning Strategy ◽  
Learning Material ◽  
Activity Data ◽  
Class V ◽  
Student Activities ◽  
Average Value ◽  
Student Learning Outcome

This research was motivated by the low learning outcomes of Civics class V SD Negeri 184 Pekanbaru. The average value obtained by students before learning using the listening team learning strategy is 69.73 so that it has not reached the specified Minimum Completeness Criteria, which is 75. Therefore there needs to be a change in the learning process using the listening team learning strategy, listening learning strategy. The team begins with the presentation of the material by the teacher, then continues by dividing students into several small groups consisting of four people who have the role of questioner, answerer, buffer and conclusion drawer, then ends with concluding the learning material. The purpose of this research is to improve the learning outcomes of Civics class V SD Negeri 184 Pekanbaru. This research was conducted in 2 cycles. The data collected in this study were teacher and student activity data as well as student learning outcome test data on daily tests in each cycle. In the first cycle, the teacher's activity has increased, namely 41.66% (very low), 58.33% (less). Then in the second cycle 66.66% (enough), 91.66% (very good). This also occurs in student activities with the percentage acquisition in the first cycle is 50% (very poor), 58.33% (less), then the second cycle is 75% (enough), 83.33% (good). In addition to teacher and student activities, student social studies learning outcomes also increased from the average base score of 69.73 then in the first cycle daily tests increased 8.53% to 75.68. In the second cycle of daily tests, it increased again by 20.15% from the basic score to 83.78. So the conclusion is that the listening team learning strategy can improve Civics learning outcomes for grade VA students at SD Negeri 184 Pekanbaru.

scholarly journals Evaluation of Virtual Reality Technology and Online Teaching System for Medical Students in Ukraine During COVID-19 Pandemic

2021 ◽  
Vol 16 (23) ◽  
pp. 127-139
Author(s):  
Yaroslav Volodymyrovych Tsekhmister ◽  
Tetiana Konovalova ◽  
Bogdan Yaroslavovych Tsekhmister ◽  
Amit Agrawal ◽  
Dipanjana Ghosh
Keyword(s):  
Medical Education ◽  
Virtual Reality ◽  
Online Learning ◽  
Medical Students ◽  
Time Management ◽  
Online Teaching ◽  
Digital Learning ◽  
Virtual Reality Technology ◽  
Teaching System ◽  
National Medical

A study has been conducted to evaluate the virtual reality technology and online teaching system among medical students of Bogomolets National Medical University, Ukraine during COVID-19 pandemic. The final questionnaire contained the 15 questions with 5 options to comprehensively evaluate the virtual reality technology and online teaching system. The feedback of the survey was analyzed to find effectiveness of virtual reality technology and online teaching in medical education in Ukraine. Data of survey reflected that mostly students adopted and agreed on virtual reality technology and online teaching and admitted that these technologies are best alternatives to physical learning with the 65.79% an agreement with the user-friendly interface for virtual reality and online teaching system, while, 64.03% showed an agreement that virtual reality and online teaching system compensated the suspension of face-to-face medical education during the COVID-19. During online learning, there was ample time for educational activities as depicted from their response of 36.84% as strongly agree, 35.96% as agree, 6.14% as disagree, 4.39% as strongly disagree and 16.67% as neither agree nor disagree. Tutors/teachers also enjoyed virtual reality and online learning through their experience and flexibility in time management. Likewise, the results of all questions showed positive reviews and encouraged virtual reality and online teaching in academic continuity and stability in medical education in Ukraine. It can be concluded that digital learning environments are extremely effective in terms of medical students and staff satisfaction, accomplishment, and technical learning skill growth.

scholarly journals Efforts to Increase Activities and Learning Outcomes During the Covid-19 Pandemic at SD Muhamadiyah 1 Waru

2021 ◽  
Vol 10 ◽  
Author(s):  
Esti Budi Mu’afiqoh
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Outcomes ◽  
Learning Activities ◽  
Educational Institutions ◽  
Learning Material ◽  
Positive Contribution ◽  
Research Education ◽  
The Right ◽  
Collection Methods

Education is the learning of knowledge, skills, and habits of a group of people that are passed down from one generation to the next through teaching, training, or research. Education often takes place under the guidance of others, but it is also possible to be self-taught. The Covid-19 pandemic has disrupted the conventional learning process. The government's recommendation is to do online learning. Online learning is one alternative that can solve these problems in order to break the chain of virus spread. The purpose of the research is how an agency seeks to increase activity and learning outcomes during the covid-19 pandemic. The research method used in this study is descriptive qualitative with data collection methods through observation to an agency, by digging data through sources who are willing to provide information related to the articles made. The results showed that the teacher chose the right learning method and the school supported it by facilitating the use of existing media as a means of delivering distance learning material and conducting periodic learning evaluations. The positive contribution in this study is intended to provide information to the management of educational institutions that learning activities during the Covid-19 period can be improved by fulfilling distance learning facilities and selecting appropriate learning methods and presenting materials

Further Evidence for Using Online Discussion Boards in the Classroom

2019 ◽  
Vol 46 (2) ◽  
pp. 158-163
Author(s):  
Mercedes Sheen ◽  
Hajar Aman Key Yekani ◽  
Timothy R. Jordan
Keyword(s):  
Learning Outcomes ◽  
Mood Disorders ◽  
Case Studies ◽  
Online Discussion ◽  
Discussion Board ◽  
Learning Material ◽  
Discussion Boards ◽  
Pedagogical Tool ◽  
Exam Scores

Recent research compared the use of case studies to online discussion boards to teach about anxiety disorders. The current study extends this research to mood disorders, reports pretest and posttest scores on four learning outcomes, and compares midterm exam scores from Fall 2016 and Fall 2017 when case studies and online discussion boards were used as supplementary learning material, respectively. The results indicate students in the discussion board condition (DBC) rated their learning outcomes significantly higher than students in the case study condition, and midterm exam scores were significantly higher for students who took part in the DBC as a learning exercise. These findings provide evidence that the usefulness of online discussion boards extends to other types of disorders and may even surpass the use of traditional case studies as a pedagogical tool when teaching about psychological disorders.

scholarly journals Improving Learning Outcomes: Unlimited vs. Limited Attempts and Time for Supplemental Interactive Online Learning Activities

2019 ◽  
Vol 8 (4) ◽  
pp. 36
Author(s):  
Lydia M. MacKenzie
Keyword(s):  
Online Learning ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Online Courses ◽  
Formative Assessments ◽  
Limited Time ◽  
Online Activity ◽  
Unlimited Time ◽  
Case Discussions ◽  
Exam Scores

Research indicates the use of interactive online learning (IOL) instructional strategies such as multiple choice, "drag and drop" matching exercises, and case discussions, in online courses enhances learning and results in better learning outcomes. While some instructors might use interactive resources for regular assessments that only allow for one attempt, this experiment examines whether limiting the attempts and the time to complete IOL instructional strategies significantly improves learning outcomes as measured by performance scores on two required exams. The author posit that students who have limited attempts (2) and limited time (20 minutes) will in fact read the chapters before attempting to complete the interactive online activities, thus increasing the correlation between the interactive online activity scores and exam scores. Unlimited attempts and unlimited time provide students with the opportunity to search the textbook for the answers without reading the assigned chapters.As anticipated, the experimental groups with limited attempts and limited time on the IOL activities did demonstrate a statistically significant relationship to combined exam scores. The findings indicate that limited attempts and limited time on formative assessments correlated with exam scores while those formative assessments without constraints did not.

scholarly journals Attitude Towards and Adoption of the Novel Learning Environment Among Undergraduate Medical Students During COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Sonja Mohr ◽  
Birgit Küfe ◽  
Anke Rheingans ◽  
Jennifer Guse
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Large Scale ◽  
Digital Learning ◽  
The Novel ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Digital Formats

Higher education has changed significantly since the beginning of the COVID-19 pandemic. Medical education programs with extensive practical and interactive components faced major challenges to protect students, faculty and patients. In response to COVID-19, many medical schools worldwide shut down undergraduate medical education and converted most of their teaching to digital formats. The aim of this paper is to assess the attitude towards and adoption of the novel learning environment among undergraduate medical students during COVID-19. Two studies were conducted to analyze specific aspects of the adaption of digital teaching during the digital summer semester 2020 (study 1), and to compare student satisfaction and their feeling of preparedness for exams in the digital semester compared to traditional semesters (study 2). Results show that there are numerous pros and cons of digital teaching. Pros were the large flexibility and large-scale availability of digital teaching materials. Cons were the lack of interactions with peers, professionals, and patients in practice. Results also show that female students as well as year 1 students seemingly coped better with the digital learning environment. Students with childcare or job obligations also benefited from the large flexibility. While student satisfaction decreased in the digital semester, they did not feel less prepared for exams. Cross-sectional comparisons revealed that student satisfaction and agreement gradually decreased in the comparison of the different cohorts with fourth year students being the least satisfied and showing the least agreement regarding the feeling of preparedness for exams. Altogether, our results indicate that students were able to cope with digital teaching, but clearly, some groups of students were able to better adapt to the novel learning environment. This might demand the introduction of tailored educational support services for different groups of students during COVID-19 as they progress through medical school.

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