Authors:

Abstract

Objective: To compare the online (OPBL) and in-class problem-based learning (IPBL) in terms of educational achievement.

Methods: A pre-test and post-test study design of a three-week research project was performed in volunteering students of two academic years. After completing the pre-test, the IPBL group underwent a formative assessment. The instructor then held an open discussion for further explanation and clarification. Afterwards, students faced another formative test to earn their achievement scores. The three-hour activities in each learning specification part took place exactly a week apart. On the other hand, the OPBL group performed all tests by logging on to a website. The program not only established their weaknesses and urged them to explore for core knowledge, but also recorded students’ profiles. After three weeks, a post-test was arranged for both groups.

Results: The pre/post-test score and growth of knowledge of the IPBL and OPBL group were 4.57 ± 2.92, 23.74 ± 7.58, 54.32% and 4.94 ± 6.31, 31.67 ± 7.07, 76.01%. There was no statistically significant difference between pre-test scores of the two groups. In both groups, post-test scores were higher than the pre-test ones.

Conclusions: The on-line learning yielded flexible arrangement for self-directed learning (SDL) with better learning achievement. 

Keywords: problem-based learning ,   self-directed learning ,   online learning ,   medical education