Does peer learning or higher levels of e-learning improve learning abilities? A randomized controlled trial

Abstract

Background and aimsThe fast development of e-learning and social forums demands us to update our understanding of e-learning and peer learning. We aimed to investigate if higher, pre-defined levels of e-learning or social interaction in web forums improved students’ learning ability.MethodsOne hundred and twenty Danish medical students were randomized to six groups all with 20 students (eCases level 1, eCases level 2, eCases level 2+, eTextbook level 1, eTextbook level 2, and eTextbook level 2+). All students participated in a pre-test, Group 1 participated in an interactive case-based e-learning program, while Group 2 was presented with textbook material electronically. The 2+ groups were able to discuss the material between themselves in a web forum. The subject was head injury and associated treatment and observation guidelines in the emergency room. Following the e-learning, all students completed a post-test. Pre- and post-tests both consisted of 25 questions randomly chosen from a pool of 50 different questions.ResultsAll students concluded the study with comparable pre-test results. Students at Level 2 (in both groups) improved statistically significant compared to students at level 1 (p>0.05). There was no statistically significant difference between level 2 and level 2+. However, level 2+ was associated with statistically significant greater student's satisfaction than the rest of the students (p>0.05).ConclusionsThis study applies a new way of comparing different types of e-learning using a pre-defined level division and the possibility of peer learning. Our findings show that higher levels of e-learning does in fact provide better results when compared with the same type of e-learning at lower levels.While social interaction in web forums increase student satisfaction, learning ability does not seem to change. Both findings are relevant when designing new e-learning materials.

Biostatistical and medical statistics graduate education

“…Much teaching in medical school and health related settings has migrated to online settings where the material presented to students can be standardized and presented in an easily updated format [ 17 , 18 ]. While this may be appropriate for information and techniques relevant to medical training, the teaching of higher-level mathematical and statistical ideas in online formats is very new and remains an area of ongoing assessment [ 16 , 19 ].…”

Does Competition Work as a Motivating Factor in E-Learning? A Randomized Controlled Trial

“…The type of e-learning can thus be differentiated into presentations, scenarios or games/simulations in the same way traditional teaching can. We have previously [2] , [3] suggested a division of the multimedia level in order to describe how advanced the e-learning technology is.…”

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“…Placement of the P ES catheter enables direct measurement of P ES , which is an estimate of pleural pressure. We confirmed appropriate placement of the catheter using the occlusion technique [8]. Pre-existing nasogastric feeding tubes were not removed for this study.…”