Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation

Abstract

Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors' quality and the students' motivation. To enhance students' motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning--bPBL). The study aims at determining whether bPBL increases the students' motivation and supports the learning process with respect to the students' cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students' test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors' opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning.

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

“…Similarly, the student decides the study time (Garnham & Kaleta, 2002;Smyth, Houghton, Cooney, & Casey, 2012;Gómez & Duart, 2012;Mitchell & Honore, 2007). Studies show that students who pursue courses through the hybrid learning are better motivated and pay more attention during the study process (Sharpe, Benfield, Roberts, & Francis, 2006;Woltering, Herrler, Spitzer, & Spreckelsen, 2009;Donnelly, 2010;Wang, Shen, Novak, & Pan, 2009;Martinez-Caro & Campuzano-Bolarin, 2011). Professors argue that hybrid courses develop critical thinking skills in students.…”

Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis

“…Determining which characteristics of a tutor promote student learning the best has been an extensive debate (Chng, Yew, & Schmidt , 2011;Dahlgren et al, 1998;Moore & Kain, 2011;Woltering, Herrler, Spitzer, & Spreckelsen, 2009). At the inception of PBL, McMaster University promoted the idea of using a content novice tutor to keep faculty members from reverting to old teaching habits, such as lecturing (Barrows, 1996).…”

Technology Enhanced PBL in HCI Education: A Case Study

“…Through the literature analysis, we identified two approaches, based on the leading party. Studies where the leading role is retained by the online environment embraced the need for physical meetings, requiring a number of physical meetings either for progress reflection and feedback [8] or for face-to-face PBL sessions [9] [10]. In the second approach, face-to-face PBL sessions are followed by the use of online tools for communicating, sharing and reflecting [11][12] [13].…”