Finding the Right Blend of Technologically Enhanced Learning Environments: Randomized Controlled Study of the Effect of Instructional Sequences on Interprofessional Learning

Abstract

Background With the availability and capabilities of varied technologically enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically enhanced learning activities has not been fully examined, particularly to determine the effects of instructional sequences for effective learning outcomes. Objective The objective of this study was to investigate whether the instructional sequences of a blended learning approach can improve students’ learning outcomes on interprofessional competencies. Methods A randomized controlled study was conducted with 40 interprofessional health care teams. These teams undertook three technologically enhanced learning activities—Web-based instruction (WI), virtual reality (VR), and simulation exercise (SE)—after random assignment to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR, and SE-WI-VR). Pretests and posttests were conducted to evaluate the students’ learning outcomes on interprofessional competencies. Results A total of 198 participants from the three groups completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy ( P <.05) and attitudes ( P <.001) toward interprofessional team care about 1 month after the interprofessional learning activity. Although no significant difference was found ( P= .06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy posttests, participants in the SE-WI-VR group reported significantly lower ( P <.05) posttest scores than those in the WI-SE-VR group. The majority of the participants (137/198, 69.1%) selected the instructional sequence “WI-VR-SE” as their top preference. Conclusions This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. We recommend that future studies focus on scaffolding students’ learning when planning instructional sequences for technologically enhanced learning activities within blended learning environments.

The use of educational technology for interactive teaching in lectures

“…The use of technologically enhanced educational activities has not been fully studied [ 62 ]. Thus, studies are essential to evaluate the appropriate educational tool to achieve high demands on better and interactive educational activities.…”

Asynchronous group learning in learn from the learner approach

“…Technology provides the communication, mobility, and instructional designs to facilitate learning. Educational technology in medical education has evolved from basic use of resources to advanced web-based multimedia instruction, to provide self-directed learning opportunities for learners [ 2 ]. Enhancing self-directed learning through distance education or e-learning opens a broad concept of learning with minimal synchronous instructor involvement.…”

“…E-learning provides a practical and accessible technology learning tool to overcome various challenges and limitations in learning activities among various health care courses [ 3 ]. Furthermore, the blended learning approach to combine e-learning with face-to-face interactions to improve interprofessional competencies has been increasingly used [ 2 ]. Blended learning refers to using computer-mediated learning in-person interactions [ 2 ].…”

“…Furthermore, the blended learning approach to combine e-learning with face-to-face interactions to improve interprofessional competencies has been increasingly used [ 2 ]. Blended learning refers to using computer-mediated learning in-person interactions [ 2 ]. Blending virtual and in-person simulations can optimize learning efficiency [ 4 ].…”

Blended learning: ten tips on how to implement it into a curriculum in healthcare education

“…Therefore, we recommend involving your target group - the learners at a specific stage in their education who will experience your blended learning curriculum and the educators who will teach in this setting - in all steps of the curriculum development process. Since blended learning is also suitable to teach in interprofessional contexts [ 13 ], be aware to include all relevant target groups in such settings (e.g. medical, nursing and physiotherapy students).…”