Effectiveness of blended learning in pharmacy education: An experimental study using clinical research modules

Validation of the motivated strategies for learning questionnaire and instructional materials motivation survey

PURPOSE

To validate the Motivated Strategies for Learning Questionnaire (MSLQ), which measures learner motivations; and the Instructional Materials Motivation Survey (IMMS), which measures the motivational properties of educational activities.

METHODS

Participants (333 pharmacists, physicians, and advanced practice providers) completed the MSLQ, IMMS, Congruence-Personalization Questionnaire (CPQ), and a knowledge test immediately following an online learning module (April 2021). We randomly divided data for split-sample analysis using confirmatory factor analysis (CFA), exploratory factor analysis (EFA), and the multitrait-multimethod matrix.

RESULTS

Cronbach alpha was ≥0.70 for most domains. CFA using sample 1 demonstrated suboptimal fit for both instruments, including 3 negatively-worded IMMS items with particularly low loadings. Revised IMMS (RIMMS) scores (which omit negatively-worded items) demonstrated better fit. Guided by EFA, we identified a novel 3-domain, 11-item 'MSLQ-Short Form-Revised' (MSLQ-SFR, with domains: Interest, Self-efficacy, and Attribution) and the 4-domain, 12-item RIMMS as the best models. CFA using sample 2 confirmed good fit. Correlations among MSLQ-SFR, RIMMS, and CPQ scores aligned with predictions; correlations with knowledge scores were small.

CONCLUSIONS

Original MSLQ and IMMS scores show poor model fit, with negatively-worded items notably divergent. Revised, shorter models-the MSLQ-SFR and RIMMS-show satisfactory model fit (internal structure) and relations with other variables.

Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial

Background

Blended learning (BL) combines both face-to-face learning (FL) and online learning. This study aims to compare the effectiveness of a BL intervention vs. a FL intervention in relation to the knowledge, competencies, satisfaction, perceptions, usability, and BL acceptance of physiotherapy students.

Methods

An assessor-blinded randomized trial was performed. A total of 100 students were randomly allocated to either the BL group (BLG, n = 48) or FL group (FLG, n = 52). The BLG received face-to-face classes plus access to online resources (online syllabus, Moodle, scientific-based videos and websites, activities, glossary, and apps). The FLG received face-to-face classes and hardcopy resources (hardcopy syllabus, scientific-based information, activities, and a glossary). Knowledge, ethical and gender competencies, satisfaction, perceptions, usability, and BL acceptance were assessed.

Results

The BLG showed higher scores than the FLG for knowledge (p = 0.011), three ethical/gender competencies (p < 0.05), increased motivation to prepare themselves before class (p = 0.005), increased motivation and ability of thinking (p = 0.005), improved understanding of important topics (p = 0.015), course organization (p = 0.017), educational material (p = 0.001), easiness of understanding (p = 0.007), comprehensive coverage of the subject (p = 0.001), and clarity of instructions (p = 0.004), while usability was acceptable.

Conclusion

The BL intervention can be used for improving the knowledge, competencies, perceptions, and satisfaction of the students. In addition, BL acceptance was positive, and usability was found to be acceptable. This study supports the use of BL as a pedagogical approach to foster innovative learning.

The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial

AIM

This study investigated the effect of flipped learning on first-year nursing students' blood pressure knowledge levels and self-directed learning skills.

BACKGROUND

Flipped learning is an innovative approach that helps nursing students learn about blood pressure and how to measure how to measure blood pressure accurately. Flipped learning also promotes active and student-centered learning settings and encourages nursing students to develop self-directed skills.

DESIGN

This study adopted a pretest-posttest open-label randomized controlled trial.

METHOD

The sample consisted of 94 first-year nursing students randomized into experimental (n = 48) and control groups (n = 46). The experimental group participants were trained using the flipped learning model. Data were collected using a personal information form, the Blood Pressure Knowledge Test (BPKT) and the Self-Directed Learning Skills Scale (SDLSS).

RESULTS

There was no significant difference in pretest BPKT scores between the experimental and control groups. However, there was a significant difference in posttest BPKT scores between the experimental and control groups (p = 0.011). Moreover, there was a significant difference between the experimental group's mean pretest, posttest and follow-up SDLSS scores (p = 0.009).

CONCLUSION

The experimental group had a significantly higher mean posttest BPKT score than the pretest score. They had significantly higher mean posttest SDLSS total and "self-monitoring," "motivation," and "self-confidence" subscale scores than the pretest score.

The effectiveness of blended learning on students' academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane

Individuals attempting to study remotely during the COVID-19 lockdown will find that blended learning is a helpful solution and results in a significant increase in learning engagement. The best benefits for teachers and students are obtained by maximizing the advantages of each teaching method and by combining the advantages of online and face-to-face instruction. The study aims to investigate the effectiveness of the flex model of blended learning in teaching the mathematics subtopic of coordinates in the plane through the improvement of students' academic achievement, self-study skills and learning attitudes. A quasi-experiment was conducted to compare the academic achievement, self-study skills and learning attitudes of 46 students in the control class who used traditional methods to those of 44 students in the experimental group who used the blended learning model. The pre-and post-test results, observations, and student opinion survey were used to compile data, which were then analyzed quantitatively (with SPSS) and qualitatively. The study confirmed that blended learning positively impacts students' academic achievement in the experimental class compared with the control class (Sig (2-tailed) = 0.001 and SMD = 0.6717), as demonstrated by the outcomes of the independent t-test analysis of the two groups in the post-test phase. In addition, observations and student opinion survey results also indicated that blended learning increased student interactions with teachers and improved students' academic achievement, self-study abilities and learning attitudes. Due to time constraints, not all the students who participated in the experiment could make progress. On the other hand, the study's relatively small sample size gave the impression that the results were only partially representative of the population. As a result, additional studies focusing on improving the effectiveness of teaching and learning within different blended learning models, broadening the scope of research on the influence of blended learning in other subjects, or increasing the sample size can all be considered.

Examining effects of the flipped classroom approach on motivation, learning strategies, urinary system knowledge, and urinary catheterization skills of first-year nursing students

AIM

In nursing education, innovative approaches are crucial to enhancing students' competence and preparing them to respond to the complex healthcare needs of society. The aim of the current study was to compare the efficacy of the flipped classroom and traditional educational approaches on the acquisition of urinary system knowledge and skill level, and on the motivation and learning strategies of first-year nursing students.

METHODS

This study was implemented with a single blind and randomized controlled design in the nursing department of a university's faculty of health sciences between December 2018 and December 2019, with 94 first-year undergraduate nursing students (47 in the experimental group adopting a flipped classroom approach, 47 students in the traditional approach control group). The study was conducted over pre-test and posttest phases for both groups.

RESULTS

The experimental group had higher mean scores than the controls in intrinsic goal orientation, task value, self-efficacy, rehearsal, elaboration, and organization and effort regulation, but lower scores in test anxiety (p < 0.001). The theoretical and skill exam scores of the experimental group were higher than those of the control group (p < 0.001).

CONCLUSION

The flipped classroom approach was effective for improving urinary system knowledge and skill level, and for the motivation and learning strategies of nursing students. This innovative education approach can be recommended as a student-centered method in nursing education for teaching theoretical knowledge and evidence-based practices.