Learning Efficacy of Online Learning as Part of Blended Learning Experience in Basic and Advanced Life Support Courses
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Abstract
Objective: The objective of this study was to examine and compare the effectiveness of different teaching and learning approaches while gathering opinions from both students and teachers. Additionally, the study aimed to evaluate the cost-effectiveness of organizing online learning programs and implementing a blended learning model with classroom teaching for sixth-year medical students and first-year resident physicians.
Materials and Methods: A Retrospective chart review was done in the instructor led learning (ILL) group ( n= 424 ) and the blended learning (BL) group ( n= 327). Posttest score, opinion chart feedback in both teachers and learners, cost of the project were recorded and compared.
Results: The study found that the blended learning approach, implemented for sixth-year medical students and first-year resident physicians, demonstrated comparable effectiveness to instructor-led instruction, as evidenced by similar test scores. Moreover, participant satisfaction levels were similar for both teaching methods, indicating no significant difference in preferences between original instructors and learners. Additionally, utilizing of blended learning showed potential for cost reduction and time-saving benefits in training programs.
Conclusion: The study revealed minimal differences in scores and group satisfaction between the two teaching approaches. These online material allowed students to customize their study schedules and select specific topics of interest. Moreover, implementing of blended training resulted in cost reduction for teaching and learning across all courses, demonstrating positive effects on departmental and organizational budgets.
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