An Evaluation of Formative “In-Class” versus “E-Learning” Activities to Benefit Student Learning Outcomes in Biomedical Sciences

Abstract

In conventional teaching, curriculum design that incorporates formative activities with prompt feedback is proven to have a positive effect on learning outcomes. Nevertheless, there is limited evidence that activities involving e-learning also have this positive effect and this is particularly the case within the discipline of hematopathology. The aim of this study was to evaluate the effectiveness of e-learning formative activities in hematopathology and to assess if, by using this resource, learning is enhanced. To address the research question, an e-learning module for anemia was developed to determine if it significantly increased knowledge, expressed by improved grades. Seventy-three students from health science programs that were enrolled in first-year hematology participated in the study. Students were encouraged to participate in two formative activities: one held in class and the other developed online as an e-learning module. Results showed a statistically significant increase in mean summative assessment score (<mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" id="M1"><mml:mi>P</mml:mi><mml:mo>=</mml:mo><mml:mn fontstyle="italic">0.03</mml:mn></mml:math>) and final grade (<mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" id="M2"><mml:mi>P</mml:mi><mml:mo>=</mml:mo><mml:mn fontstyle="italic">0.02</mml:mn></mml:math>) for students who completed the formative e-learning module. Interactive e-learning modules not only assist with engagement but also significantly improve grade outcomes. From this study, e-learning resources are an option for all educators but, in particular, those who have reduced face-to-face contact hours to teach the basic sciences.