engleski

Blending Problem-Based Learning with Web Technology Positively Impacts Student Learning Outcomes in Acid-Base Physiology

Web-based learning (WBL), problem-based learning (PBL) and collaborative learning are at present the most powerful educational options in higher education. A blended (hybrid) course combines traditional face-to-face and WBL approaches in an educational environment that is non-specific as to time and place. To provide educational services for an undergraduate second year elective course in acid-base physiology a rich student-centered educational web-environment designed to support problem-based learning was created by using WebCT courseware tools. The course is designed to require students to work in small collaborative groups utilizing problem solving activities in order to develop topic understanding. The aim of the study was to identify the impact of the blended WBL-PBL-collaborative learning environment on student learning outcomes. Students' test scores and satisfaction survey results from a blended WBL-PBL-based test group (n = 37) were compared to a control group whose instructional opportunities were from traditional in-class PBL model (n = 84). WBL students scored significantly (t = 3, 3952 ; P = 0, 0009) better on the final acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in the terms of a difference effect, the mean of the treated group (WBL) is at the 76th percentile of the untreated (face-to-face) group, which stands for a "medium" effect size. Thus, students' progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology.

distance learning; blended learning; problem-based learning; web-based learning

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