BACKGROUND:Problem based learning (PBL) may be successfully complemented by Blended Learning approaches. However, the precise effect of combining different eLearning components in PBL-courses is yet unclear. AIM: This study aims at comparing the effects of the different combinations of three interactive components (Wiki, Chat, and, Interactive Diagnostic Context - a diagnostic related link collection to expert sources) on learning, aspects of group process, and individual learner satisfaction. METHODS: A mixed-method study addressed all possible combinations of the three components. Tests and controls were assigned by group randomization. Hypotheses were tested by the Friedman- and the Mann-Whitney U test. RESULTS: The results prove Wiki to positively influence the ratings given by students to the course, whereas no evidence supports the expected advantages of Chat. The Interactive Diagnostic Context led to only few significant effects concerning the diagnostic approach and general score. CONCLUSION:Blended PBL (bPBL) profits best from supporting asynchronous communication (i.e. Wiki). Synchronous communication components and hypothesis-driven information retrieval do not yield further improvements. Thus, bPBL should concentrate on technically fostering the group process and avoid overloading the course configuration by other eLearning components.
RCT Entities:
BACKGROUND: Problem based learning (PBL) may be successfully complemented by Blended Learning approaches. However, the precise effect of combining different eLearning components in PBL-courses is yet unclear. AIM: This study aims at comparing the effects of the different combinations of three interactive components (Wiki, Chat, and, Interactive Diagnostic Context - a diagnostic related link collection to expert sources) on learning, aspects of group process, and individual learner satisfaction. METHODS: A mixed-method study addressed all possible combinations of the three components. Tests and controls were assigned by group randomization. Hypotheses were tested by the Friedman- and the Mann-Whitney U test. RESULTS: The results prove Wiki to positively influence the ratings given by students to the course, whereas no evidence supports the expected advantages of Chat. The Interactive Diagnostic Context led to only few significant effects concerning the diagnostic approach and general score. CONCLUSION: Blended PBL (bPBL) profits best from supporting asynchronous communication (i.e. Wiki). Synchronous communication components and hypothesis-driven information retrieval do not yield further improvements. Thus, bPBL should concentrate on technically fostering the group process and avoid overloading the course configuration by other eLearning components.
Authors: Patrick M Archambault; Tom H van de Belt; Craig Kuziemsky; Ariane Plaisance; Audrey Dupuis; Carrie A McGinn; Rebecca Francois; Marie-Pierre Gagnon; Alexis F Turgeon; Tanya Horsley; William Witteman; Julien Poitras; Jean Lapointe; Kevin Brand; Jean Lachaine; France Légaré Journal: Cochrane Database Syst Rev Date: 2017-05-10
Authors: Patrick M Archambault; Alexis F Turgeon; Holly O Witteman; François Lauzier; Lynne Moore; François Lamontagne; Tanya Horsley; Marie-Pierre Gagnon; Arnaud Droit; Matthew Weiss; Sébastien Tremblay; Jean Lachaine; Natalie Le Sage; Marcel Émond; Simon Berthelot; Ariane Plaisance; Jean Lapointe; Tarek Razek; Tom H van de Belt; Kevin Brand; Mélanie Bérubé; Julien Clément; Francisco Jose Grajales Iii; Gunther Eysenbach; Craig Kuziemsky; Debbie Friedman; Eddy Lang; John Muscedere; Sandro Rizoli; Derek J Roberts; Damon C Scales; Tasnim Sinuff; Henry T Stelfox; Isabelle Gagnon; Christian Chabot; Richard Grenier; France Légaré Journal: JMIR Res Protoc Date: 2015-02-19
Authors: Lorainne Tudor Car; Bhone Myint Kyaw; Gerard Dunleavy; Neil A Smart; Monika Semwal; Jerome I Rotgans; Naomi Low-Beer; James Campbell Journal: J Med Internet Res Date: 2019-02-28 Impact factor: 5.428
Authors: Patrick M Archambault; Tom H van de Belt; Francisco J Grajales; Marjan J Faber; Craig E Kuziemsky; Susie Gagnon; Andrea Bilodeau; Simon Rioux; Willianne L D M Nelen; Marie-Pierre Gagnon; Alexis F Turgeon; Karine Aubin; Irving Gold; Julien Poitras; Gunther Eysenbach; Jan A M Kremer; France Légaré Journal: J Med Internet Res Date: 2013-10-08 Impact factor: 5.428