How much structuring is beneficial with regard to examination scores? A prospective study of three forms of active learning

Abstract

Many studies have demonstrated a superiority of active learning forms compared with traditional lecture. However, there is still debate as to what degree structuring is necessary with regard to high exam outcomes. Seventy-five students from a premedical school were randomly attributed to an active lecture group, a cooperative group, or a collaborative learning group. The active lecture group received lectures with questions to resolve at the end of the lecture. At the same time, the cooperative group and the collaborative group had to work on a problem and prepare presentations for their answers. The collaborative group worked in a mostly self-directed manner; the cooperative group had to follow a time schedule. For the additional work of preparing the poster presentation, the collaborative and cooperative groups were allowed 50% more working time. In part 1, all groups worked on the citric acid cycle, and in part 2, all groups worked on molecular genetics. Collaborative groups had to work on tasks and prepare presentations for their answers. At the end of each part, all three groups were subjected to the same exam. Additionally, in the collaborative and cooperative groups, the presentations were marked. All evaluations were performed by two independent examiners. Exam results of the active lecture groups were highest. Results of the cooperative group were nonsignificantly lower than the active lecture group and significantly higher than the collaborative group. The presentation quality was nonsignificantly higher in the collaborative group compared with the cooperative group. This study shows that active lecturing produced the highest exam results, which significantly differed from collaborative learning results. The additional elaboration in the cooperative and collaborative learning setting yielded the high presentation quality but apparently could not contribute further to exam scores. Cooperative learning seems to be a good compromise if high exam and presentation scores are expected.

Comparative clinical study testing the effectiveness of school based oral health education using experiential learning or traditional lecturing in 10 year-old children

“…Enhanced oral health knowledge has been stated previously even when applying traditional lecturing [ 5 - 7 , 10 , 26 , 34 ]. Previous experiential learning studies suggested that knowledge improves more when this method is being used [ 19 , 32 , 35 - 38 ].…”

Lectures and collaborative working improves the performance of medical students

“…However, the implementation of these innovations must take several factors into consideration, including the context, the environment, the technology needed, the cost, and the pace of implementation (1). The education literature challenges teachers to be more creative and innovative in their active learning classes (2)(3)(4)(5). In cooperative learning, the acquisition of knowledge is achieved proactively, involving social interaction among people, so students must play active roles, and become engaged in their own learning (6,7).…”

The Portal of Geriatrics Online Education: A 21st‐Century Resource for Teaching Geriatrics

“…The 21st century is bringing medical educators new challenges as well as incredible opportunities in preparing the next generation of physicians . The need to train lifelong learners who will be able to practice competently over their 30‐ to 50‐year careers, an understanding that students differ in learning styles and motivation for learning, and the recent explosion of educational technology have combined to spearhead a move away from lecture‐based teaching toward more‐independent and active learning modalities . These opportunities for active learning and independent study are more adaptable to students' learning needs and goals, including their preferences regarding delivery methods and feedback .…”