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N. Swaminathan1, L. Ravichandran2, S. Ramachandran1, S. Milanese3
1Sri Ramachandra Institute of Higher Education and Research, Physiotherapy, Chennai, India, 2Sri Ramachandra Institute of Higher Education and Research, Pediatrics, Chennai, India, 3University of South Australia, Adelaide, Australia
Background: Higher education institutes of developing countries are transmuting to digital technologies to meet the learning demands. Current generation learners are identified as digital natives as they are growing in the digital environment. Effective use of online learning with traditional face to face teaching will enhance the learning experience. This method of teaching-learning is identified as Blended Learning (BL). Garrison RD and Kanuka H define “blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences.” Though BL is widely used in higher education, its effectiveness in physiotherapy education needs further exploration.
Purpose: This study aimed at assessing effect of Blended learning using digital tools in improving learning experience among learners of entry level physiotherapy education of a Health Profession higher education institute of a developing country.
Methods: The study adopted a mixed method approach. Evidence Based Physiotherapy Practice course was developed adopting Kolb's model. Two cohorts of Students of entry level physiotherapy graduate were recruited for this study. The first cohort (n= 43) was offered this course in conventional method, which involved didactic lectures, tutorials and small group discussions. The second group (n=55) of students completed the same course in blended mode, which included online learning and face to face sessions. The online learning included asynchronous lectures, video tutorials, discussion forums and online quiz. Face-to-face sessions were used for in-depth discussion and group activities. Both the cohorts completed a pretest, comprised of 20 MCQs aimed to assess their basic knowledge in research methods.
Upon completion of the course, a summative examination was conducted using a structured MCQs. The questions were mapped with defined course outcomes. Focus Group Discussion (FGD) was conducted to document learners experience and perception. Total four FGDs two from each cohort was conducted. Participants for the FGD was recruited randomly on voluntary basis. FGD were recorded, transcribed and analyzed thematically.
Upon completion of the course, a summative examination was conducted using a structured MCQs. The questions were mapped with defined course outcomes. Focus Group Discussion (FGD) was conducted to document learners experience and perception. Total four FGDs two from each cohort was conducted. Participants for the FGD was recruited randomly on voluntary basis. FGD were recorded, transcribed and analyzed thematically.
Results: The statistical analysis comprised of the frequency distribution, mean, standard deviation, paired’ test, independent ‘t’ test, and analysis of variance (ANOVA). Thematic content analysis was used to analyze the Qualitative data. NVivo software was used for the qualitative analysis. There was no significant difference between the groups in pretest score. The mean post test score was more in the blended learning group (32.76+5.87) when compared to conventional group (30.84 + 5.46). Subgroup analysis for individual outcomes showed significant improvement in blended course especially in higher order outcomes. Thematic analysis identified four themes with fourteen categories. Learning experience, advantages, perception and challenges faced were the themes identified.
Conclusions: Participants have shown par preference for blended learning over online learning as it provides flexibility and facilitates active learning compared to online learning alone.
Implications: Developing and delivering blended courses in less resourced educational settings is feasible. Blended Learning will be a choice of delivering courses in learner centric way.
Funding acknowledgements: This study did not receive any financial support.
Keywords:
Blended Learning
Physiotherapy
Health Profession Education
Blended Learning
Physiotherapy
Health Profession Education
Topics:
Education
Education
Did this work require ethics approval? Yes
Institution: Sri Ramachandra Institute of Higher Education and Research
Committee: Sri Ramachandra Institute of Higher Education and Research Ethics Comittee
Ethics number: IEC-NI/19/APR/69/37
All authors, affiliations and abstracts have been published as submitted.
