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Effect of active learning and online discussions on the academic performances of dental students

BACKGROUND: COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education. METHODS: This study was conducted in the second...

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Autores principales: Lim, Jaeseo, Ko, Hyunwoong, Park, Jooyong, Ihm, Jungjoon
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9035504/
https://www.ncbi.nlm.nih.gov/pubmed/35468763
http://dx.doi.org/10.1186/s12909-022-03377-9
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author Lim, Jaeseo
Ko, Hyunwoong
Park, Jooyong
Ihm, Jungjoon
author_facet Lim, Jaeseo
Ko, Hyunwoong
Park, Jooyong
Ihm, Jungjoon
author_sort Lim, Jaeseo
collection PubMed
description BACKGROUND: COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education. METHODS: This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructor’s worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructor’s worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results. RESULTS: The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion. As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items. CONCLUSIONS: In agreement with the Interactive, Constructive, Active, and Passive (ICAP) framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better.
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spelling pubmed-90355042022-04-25 Effect of active learning and online discussions on the academic performances of dental students Lim, Jaeseo Ko, Hyunwoong Park, Jooyong Ihm, Jungjoon BMC Med Educ Research BACKGROUND: COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education. METHODS: This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructor’s worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructor’s worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results. RESULTS: The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion. As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items. CONCLUSIONS: In agreement with the Interactive, Constructive, Active, and Passive (ICAP) framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better. BioMed Central 2022-04-25 /pmc/articles/PMC9035504/ /pubmed/35468763 http://dx.doi.org/10.1186/s12909-022-03377-9 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visithttp://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Lim, Jaeseo
Ko, Hyunwoong
Park, Jooyong
Ihm, Jungjoon
Effect of active learning and online discussions on the academic performances of dental students
title Effect of active learning and online discussions on the academic performances of dental students
title_full Effect of active learning and online discussions on the academic performances of dental students
title_fullStr Effect of active learning and online discussions on the academic performances of dental students
title_full_unstemmed Effect of active learning and online discussions on the academic performances of dental students
title_short Effect of active learning and online discussions on the academic performances of dental students
title_sort effect of active learning and online discussions on the academic performances of dental students
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9035504/
https://www.ncbi.nlm.nih.gov/pubmed/35468763
http://dx.doi.org/10.1186/s12909-022-03377-9
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