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Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction | ||
| Journal of Advances in Medical Education & Professionalism | ||
| مقاله 2، دوره 2، شماره 4، دی 2014، صفحه 146-150 اصل مقاله (355.71 K) | ||
| نویسندگان | ||
| ROYA SADEGHI1؛ MOHAMMAD MEHDI SEDAGHAT2؛ FARAMARZ SHA AHMADI* 3 | ||
| 1Department of Health Education and Promotion, School of Public Health,Tehran University of Medical Sciences, Tehran, Iran | ||
| 2Department of Medical Entomology, School of Public Health,Tehran University of Medical Sciences, Tehran, Iran | ||
| 3Department of Health Education and Health Promotion, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran | ||
| چکیده | ||
| Introduction: Blended learning, a new approach in educational planning, isdefined as an applying more than one method, strategy, technique or media in education. Todays, due to the development of infrastructure of Internet networks and the access of most of the students, the Internet can be utilized along with traditional and conventional methods of training. The aim of this study was to compare the students’ learning and satisfaction in combination of lecture and e-learning with conventional lecture methods.Methods: This quasi-experimental study is conducted among the sophomore students of Public Health School, Tehran University of Medical Science in 2012-2013. Four classes of the school are randomly selected and are divided into two groups. Education in two classes (45 students) was in the form of lecture method and in the other two classes (48 students) was blended method with e-Learning and lecture methods. The students’ knowledge about tuberculosis in two groups was collected and measured by using pre and post-test. This step has been done by sending self-reported electronic questionnaires to the students'email addresses through Google Document software. At the end of educational programs, students' satisfaction and comments about two methods were also collected by questionnaires. Statistical tests such as descriptive methods, pairedt-test, independent t-test and ANOVA were done through the SPSS 14 software, and p≤0.05 was considered as significant difference.Results: The mean scores of the lecture and blended groups were 13.18±1.37 and 13.35±1.36, respectively; the difference between the pre-test scores of the two groups was not statistically significant (p=0.535). Knowledge scores increased in both groups after training, and the mean and standard deviation of knowledge scores of the lectures and combined groups were 16.51±0.69 and 16.18±1.06, respectively. The difference between the post-test scores of the two groups was not statistically significant (p=0.112). Students’ satisfaction in blended learning method was higher than lecture method.Conclusion: The results revealed that the blended method is effective inincreasing the students' learning rate. E-learning can be used to teach somecourses and might be considered as economic aspects. Since in universities of medical sciences in the country, the majority of students have access to the Internet and email address, using e-learning could be used as a supplement to traditional teaching methods or sometimes as educational alternative method because this method of teaching increases the students’ knowledge, satisfaction and attention.Keywords: Learning, Lecture, Tuberculosis | ||
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