Impact of distance education via interactive videoconferencing on students’ course performance and satisfaction

Abstract

The impact of distance education via interactive videoconferencing on pharmacy students' performance in a course was assessed after implementation of a distance campus. Students filled out a "Student Demographic Survey" and a "Precourse Knowledge Assessment" at the start of the course and a "Postcourse Knowledge Assessment" and a "Postcourse Student Perceptions Survey" at the end of the course. The primary end point, a comparison of course grades (%) between the main and distance campuses, was examined using the two-sample t-test. We examined the relationships among demographics, campus location, course grades, grade point average, pre- and postcourse knowledge assessments, and postcourse perceptions as our secondary end points with parametric and nonparametric tests. Data from 93 students were included in the analysis [main campus ( n = 81); distance campus ( n = 12)]. Students on the main campus achieved a significantly higher final course grade (87 vs. 81%; P = 0.02). Scores on the Postcourse Knowledge Assessment were also significantly higher compared with those of students on the distance education campus (77 vs. 68%; P = 0.04). Students on both campuses reported self-perceived improvement in their knowledge base regarding various aspects of infectious diseases. Compared with the students on the distance campus, those on the main campus were more likely to subjectively perceive that they had succeeded in the course ( P = 0.04). Our study suggests that students on the main campus achieved a higher final course grade and were more likely to feel that they had succeeded in the course. Students on both campuses reported improvement in knowledge.

Synchronous distance education vs traditional education for health science students: A systematic review and meta‐analysis

“…In order to further evaluate the external validity, a total of 28 relevant two‐group studies (SDE vs traditional education) were incorporated in the further sensitivity analysis, containing seven RCTs and 21 data sources without randomisations 6‐8,28‐44 (Figure ). There were a total of 6347 participants included.…”

“…In view of there being no significant difference between SDE and traditional education in effectiveness, concerns about the quality of education might mitigate to some extent. Before the COVID‐19 pandemic, SDE had already been used in the international education for health science students from all over the world, 46 and in the cross‐campus teaching to ensure the equality in education for health science students from different campuses 6,7 . In this sense, SDE might function well as ERT in the rapid response to the COVID‐19 pandemic and other infectious disease outbreaks to provide courses for health science students beyond geographical restrains without foregoing interactions and communications with teachers and other students.…”

“…The use of SDE has gained increasing attention in recent years, especially in health science fields 2,4,5 . Many schools have tried delivering SDE to health science students who were in satellite campuses, internship hospitals that were far from the main campus 6‐8 or international students who were in different countries 9,10 . Hence, studies were required to assess the effectiveness of SDE for health science students compared with traditional education and evaluate the students’ acceptance of them.…”

Telelecture Educational Series in Facial Plastic and Reconstructive Surgery

“…Learners have previously reported inadequate interaction as a disadvantage of distance education. 6,17,18 This occasionally drew our residents away from discussing lecture content with presenters. However, their reluctance to engage with lecturers over telecommunications media may be overcome by a more interactive design for the presentations, perhaps involving the use of mobile application-based polls like Mentimeter (Mentimeter AB).…”

God kvalitet i livestreamet undervisning – fra underviserens point of view

“…Internationalt er der lavet en del forskning omkring brug af videostreaming i undervisningen, samt hvordan video kan indgå i 'distance education' og den påvirkning det har, når undervisning foregår livestreamet (Klibanov, Dolder, Anderson, Kehr, & Woods, 2018;Scarbrough, 2015). En stor del af de nyere artikler omkring videostreaming i undervisningen har fokus på studerende og deres laering, men enkelte artikler har fokus på underviserne og deres rolle i tilrettelaeggelsen af denne form for undervisning (Rehn, Maor, & McConney, 2017;Wang, Quek, & Hu, 2017).…”