Distance learning and face-to-face learning in medical PBL course during COVID-19 pandemic: an investigation and teaching experience
Abstract To prevent the infection and outbreak of COVID-19, the education method has adjusted the conventional in-person classes to distance learning in recent two years. Most classes were lectures that could go well if the participants were familiar with the online operation and had a stable network environment. Nevertheless, classes such as problem-based learning (PBL) rely on plenty of discussions and still have some limitations for communication and group development. In this research, we surveyed the learning effects of face-to-face (FF) and distance learning (DL) in the medical PBL course at Cheng-Kung University for two individual classes. Tutors and students were requested to give grades for the five key areas (participation, communication, preparation, critical thinking, and group skill). Five factors are used to evaluate the learning effect of face-to-face and distance learning. Compared with FF and DL methods, our research clarified that student learning effects would reduce participation, communication, and group skills by questionnaire survey. The tutors’ perspective regarded participation and communication ability as reduced at distance learning. But for group skills, one of the two classes showed no difference. Our research provides an experience for the PBL class focusing on discussion and communication. In the post-pandemic era, whether face-to-face or distance learning, classes should be adjusted properly to let students conduct effective communication in time..
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Preprint| Erscheinungsjahr: |
2023 |
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| Erschienen: |
2023 |
| Enthalten in: |
ResearchSquare.com - (2023) vom: 11. Feb. Zur Gesamtaufnahme - year:2023 |
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| Sprache: |
Englisch |
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| Beteiligte Personen: |
Chen, Fang Hsu [VerfasserIn] |
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| Links: |
Volltext [kostenfrei] |
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| doi: |
10.21203/rs.3.rs-2528462/v1 |
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| 520 | |a Abstract To prevent the infection and outbreak of COVID-19, the education method has adjusted the conventional in-person classes to distance learning in recent two years. Most classes were lectures that could go well if the participants were familiar with the online operation and had a stable network environment. Nevertheless, classes such as problem-based learning (PBL) rely on plenty of discussions and still have some limitations for communication and group development. In this research, we surveyed the learning effects of face-to-face (FF) and distance learning (DL) in the medical PBL course at Cheng-Kung University for two individual classes. Tutors and students were requested to give grades for the five key areas (participation, communication, preparation, critical thinking, and group skill). Five factors are used to evaluate the learning effect of face-to-face and distance learning. Compared with FF and DL methods, our research clarified that student learning effects would reduce participation, communication, and group skills by questionnaire survey. The tutors’ perspective regarded participation and communication ability as reduced at distance learning. But for group skills, one of the two classes showed no difference. Our research provides an experience for the PBL class focusing on discussion and communication. In the post-pandemic era, whether face-to-face or distance learning, classes should be adjusted properly to let students conduct effective communication in time. | ||
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