scholarly journals Digital Learning Designs in Physiotherapy Education: A Systematic Review and Meta-Analysis.

2020 ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Learning Outcomes ◽  
Meta Analysis ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Digital Learning ◽  
Practical Skills ◽  
E Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Physiotherapy Education

Abstract Background: The extent that digital learning designs can improve learning outcomes has been increasingly emphasized in higher education over the last decade, but the research within physiotherapy education is limited. This study identified different types of digital learning designs and their effectiveness in physiotherapy education. Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital teaching and learning technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For interventions that were similar, the learning effects were calculated using meta-analysis. Results: Fifteen randomized and five control trials were included in the review; 8 of 20 articles were included in the meta-analysis. The main digital learning designs were blended learning, flipped classrooms, e-learning course designs and Mobil learning designs (apps) using different digital tools, software and learning platforms. The evidence from two meta-analysis showed statistically significant effects: flipped classrooms on knowledge acquisition, SMD of 0.41 (95% CI 0.20, 0.62) and websites (apps) on practical skills, SMD of 1.06 (95% CI 0.70, 1.42). A meta-analysis of website and knowledge acquisition favoured traditional teaching, SMD of -0.59 (95% CI -1.20, 0.03), but this was not statistically significant. Overall, the effects indicated that digital learning designs are more or equally effective than traditional classroom teaching for achieving learning outcomes. Conclusions The findings of this review show various use of digital learning designs in physiotherapy education, ranging from e-learning using digital learning resources to more complex and coherent flipped learning designs. The results indicate that these designs improved or was equal effective compared to traditional classroom teaching. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and websites (apps). However, these results must be confirmed in larger controlled trials or randomized controlled trials. Further research should investigate how digital learning designs can be used to facilitate students’ learning of practical skills and behaviour as well as learning retention, learning approaches and preferences for studying in digital learning environments.

scholarly journals Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

2021 ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Meta Analyses ◽  
Physiotherapy Education

Abstract Background: Digital learning designs have the potential to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses. Results: Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62), for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43) and for students self-produced videos on a practical skill in a cervical spine scenario (SMD: 0.49; 95% CI: 0.06, 0.93). Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.Conclusions: The current findings from physiotherapy education indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and interactive websites/apps. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

scholarly journals Digital learning designs in physiotherapy education: a systematic review and meta-analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Meta Analyses ◽  
Physiotherapy Education

Abstract Background Digital learning designs have the potential to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education. Methods The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses. Results Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62), for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43) and for students self-produced videos on a practical skill in a cervical spine scenario (SMD: 0.49; 95% CI: 0.06, 0.93). Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching. Conclusions The current findings from physiotherapy education indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching. The meta-analyses revealed significant effects on student learning in favour of the interventions using flipped classrooms, interactive websites/apps and students self-produced videos. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

scholarly journals Digital learning designs in physiotherapy education: A systematic review and meta-analysis.

2020 ◽  
Author(s):  
Nina Bjerketveit Ødegaard ◽  
Hilde Tinderholt Myrhaug ◽  
Tone Dahl-Michelsen ◽  
Yngve Røe
Keyword(s):  
Distance Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Meta Analysis ◽  
Traditional Teaching ◽  
Digital Learning ◽  
Flipped Classrooms ◽  
Traditional Classroom Teaching ◽  
Meta Analyses ◽  
Physiotherapy Education

Abstract Background: Digital learning designs have the ability to support teaching and learning within higher education. However, the research on digital learning designs within physiotherapy education is limited. This study aims to identify and investigate the effectiveness of digital learning designs in physiotherapy education.Methods: The study was designed as a systematic review and meta-analysis of randomized and non-randomized trials. A search of eight databases on digital learning designs and technology was conducted. Study selection, methodology and quality assessment were performed independently by three reviewers. The included studies were mapped according to the types of digital interventions and studies. For similar interventions, the learning effects were calculated using meta-analyses.Results: Altogether, 22 studies were included in the review (17 randomized controlled trials and five cohort studies). A blended learning design was used in 21 studies, a flipped classroom model in five and a distance learning design in one. Altogether, 10 of the 22 articles were included in meta-analyses, which showed statistically significant effects for flipped classrooms on knowledge acquisition (standardized mean difference [SMD]: 0.41; 95% confidence interval [CI]: 0.20, 0.62) and for interactive websites or applications (apps) on practical skills (SMD: 1.07; 95% CI: 0.71,1.43). The meta-analysis of different interactive websites/apps on knowledge acquisition favoured traditional teaching (SMD: 0.51; 95% CI:-0.80,1.82), but this was not statistically significant. Overall, the effects indicated that blended learning designs are equally as or more effective than traditional classroom teaching to achieve learning outcomes. Distance learning showed no significant differences compared to traditional classroom teaching.Conclusions: The results indicate that digital learning designs in the form of blended learning and distance learning were equally or more effective compared to traditional teaching in physiotherapy education. The meta-analysis revealed a significant effect on student learning in favour of flipped classrooms and interactive websites/apps. However, these results must be confirmed in larger controlled trials. Further, research should investigate how digital learning designs can facilitate students’ learning of practical skills and behaviour, learning retention and approaches to studying as well as references for teaching and learning in digital learning environments.

A blended learning approach to palpation and ultrasound imaging skills through supplementation of traditional classroom teaching with an e-learning package

2012 ◽  
Vol 17 (5) ◽  
pp. 474-478 ◽  
Author(s):  
Manuel Arroyo-Morales ◽  
Irene Cantarero-Villanueva ◽  
Carolina Fernández-Lao ◽  
Miguel Guirao-Piñeyro ◽  
Eduardo Castro-Martín ◽  
...  
Keyword(s):  
Blended Learning ◽  
Ultrasound Imaging ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Learning Approach ◽  
E Learning ◽  
Traditional Classroom Teaching

scholarly journals The Use of M-Learning: A Perspective of Learners’ Perceptions on M-Blackboard Learn

2021 ◽  
Vol 15 (02) ◽  
pp. 4
Author(s):  
Abdulmohsin Suliman AlKhunzain ◽  
Raja Muhammad Ishtiaq Khan
Keyword(s):  
Mobile Phones ◽  
Traditional Classroom ◽  
Survey Method ◽  
Educational Institutions ◽  
Classroom Teaching ◽  
E Learning ◽  
Potential Benefits ◽  
The Common ◽  
Traditional Classroom Teaching ◽  
Blackboard Learn

<p class="0abstract">The life of the common to the students have changed due to spread of COVID-19 9 all around the globe. All the educational institutions were also set to be functioned remotely following the global instructions to meet the challenges to combat the COVID-19. The of current inquiry is the explore the male and female learners on the use of mobile phones for Blackboard learn. The Study survey method to collect the data. 68 participants of the medical majors of the CFY formed the sample for the present study. The findings of the study indicate that learners preferred to use M-blackboard. The results also indicated that backboard which is a form of e-learning can be beneficial if it is used with the traditional classroom teaching to get the potential benefits of the software.</p>

scholarly journals Perception of E-Learning among Physiotherapy Students

2022 ◽  
Vol 7 (1) ◽  
pp. 12-16
Author(s):  
Keerthika Ranji ◽  
Shweta S.D Phadke ◽  
Pranati Tilak
Keyword(s):  
Online Teaching ◽  
Traditional Classroom ◽  
Classroom Teaching ◽  
Virtual Classrooms ◽  
Learning Patterns ◽  
E Learning ◽  
Traditional Classroom Teaching ◽  
Virtual Platform ◽  
Teaching Learning ◽  
Physiotherapy Students

The COVID-19 pandemic has brought about a sudden drastic change in the teaching learning patterns globally. Educational institutes have shifted from the traditional classroom teaching to virtual classrooms. This transition is the need of the hour. It requires technical up gradation as well as better communication skills because the teacher and student are only interacting through a virtual platform. There are many difficulties that both teacher and students face during online teaching learning process. In this study we have tried to understand the perception of physiotherapy students towards E Learning. From the data received and analysed it was concluded that the physiotherapy students prefer traditional classroom teaching as it helps develop better hands on skills. Keywords: E-Learning, Physiotherapy Students, COVID-19 pandemic.

scholarly journals From “Treasure Room” to “School Room”: Special Collections and Education

2006 ◽  
Vol 7 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Steven Escar Smith
Keyword(s):  
Traditional Classroom ◽  
Classroom Teaching ◽  
Special Collections ◽  
Traditional Classroom Teaching ◽  
The One ◽  
Definition Of ◽  
Guided Tours

Webster's Ninth New Collegiate Dictionary states that education involves learning and then defines learning as the acquisition of knowledge or understanding through study, instruction, or experience.1 This is the best and broadest definition of the term I know of and the one that most closely informs what I do in my work as director of the Cushing Memorial Library and Archives at Texas A&M University. I consider any activity that provides opportunities for study or experience as education. In a special collections environment, this includes traditional classroom teaching as well as many other undertakings—exhibits, displays, guided and self-guided tours, . . .

Student Personality and Learning Outcomes in E-Learning

2011 ◽  
pp. 294-315 ◽  
Author(s):  
Eyong B. Kim
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Big Five ◽  
Classroom Environment ◽  
Traditional Classroom ◽  
Web Based ◽  
Big Five Model ◽  
E Learning ◽  
Personality Models ◽  
The Relationship

Web-based courses are a popular format in the e-learning environment. Among students enrolled in Web-based courses, some students learn a lot, while others do not. There are many possible reasons for the differences in learning outcomes (e.g., student’s learning style, satisfaction, motivation, etc.). In the last few decades, students’ personality has emerged as an important factor influencing the learning outcomes in a traditional classroom environment. Among different personality models, the Big-Five model of personality has been successfully applied to help understand the relationship between personality and learning outcomes. Because Web-based courses are becoming popular, the Big-Five model is applied to find out if students’ personality traits play an important role in a Web-based course learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document