engleski

Combining Asynchronous Online Discussions with Traditional Face-to-Face Physiology Classes Can Improve Students Performance on Summative Assessment

Background: Traditional face-to-face courses are the mainstay of University of Zagreb Medical Faculty (UZMF). Our traditional face-to-face Physiology classes mostly have an instructor-oriented approach which results in "reproduction" of knowledge. Meaningful learning is more likely to occur when we require our students to "talk" physiology with one another and with the faculty [1]. Asynchronous online discussion forum can provide a way for "talking" physiology beyond time and place restrictions of the physical Physiology classroom because it increases time for discussion, gives time for reflection for thoughtful responses, allows for giving feedback, and allows students to seek clarification or help as soon as the need arises. Thus, online discussions can provide a stimulating supplement to usual teaching practices [2]. Objective: The aim was to use online discussions as an additional pedagogical instrument to an existing traditional Physiology class for involving students in wide range of activities that can contribute to meaningful learning resulting in better performance on summative assessment. Methods: Second year medical students enrolled in a regular Physiology class at the UZMF and their physiology teachers were given the opportunity to participate in moderated online discussions. Participation in online discussions was voluntary and the participants were self selected. Because final course grade is the best indicator of student success, the results of the summative Physiology test of students who participated in online discussions and those who did not were compared and the effect size was calculated. Results: Students who voluntarily participated in online discourse during one academic year outperformed their student counterparts with statistical significance (P = 0.0328, t = 2.1526). In terms of an effect size, the mean of the treated group (participants) was at the 66th percentile (d = 0.4) of the untreated (non-participants) group. Conclusion: Most education researchers accept that if it could be shown that making a small and inexpensive change would raise academic achievement by an effect size of even as little as 0.1, then this could be a significant improvement [3]. In this sense we are aloud to conclude that asynchronous online discussions can help students improve their learning outcomes by enabling time/place independent connections among students, teachers and the world of information and ideas. References: 1. Michael J. In pursuit of meaningful learning. Adv Physiol Educ 2001 ; 25: 145– 158, 2. Taradi SK, Taradi M. Expanding the traditional physiology class with asynchronous online discussions and collaborative projects. Adv Physiol Educ 2004 ; 28(1-4):73-8. 3. Shachar M, Neumann Y. Differences Between Traditional and Distance Education Academic Performances: A meta-analytic approach. International Review of Research in Open and Distance Learning (October - 2003) ISSN: 1492-3831 http://www.irrodl.org/content/v4.2/shachar-neumann.html

e-learning; medical education; online discussion

nije evidentirano