Nynke de Jong|Daniëlle Verstegen|Frans E. S. Tan|Stephen J. O’Connor
A comparison of classroom and online asynchronous problem-based learning for students undertaking statistics training as part of a Public Health Masters degree
Maastricht University|Maastricht University|Maastricht University|University of Bedfordshire
casestudy compared traditional facetoface classroombased teaching asynchronous online learning teaching methods two sets students undertaking problembased learning module multilevel exploratory factor analysis longitudinal data part masters degree public health maastricht university students allocated one two study variants basis enrolment status fulltime parttime students fulltime students n 11 followed classroombased variant parttime students n 12 followed online asynchronous variant included video recorded lectures series asynchronous online group individual spss activities synchronous tutor feedback validated student motivation questionnaire administered groups students start study second questionnaire administered end module elicited data student satisfaction module content teaching learning methods tutor feedback module coordinator problembased learning tutor also interviewed experience delivering experimental online variant asked evaluate success relation student attainment modules learning outcomes student examination results also compared two groups asynchronous online teaching learning methods proved acceptable alternative classroombased teaching students staff educational outcomes similar groups importantly evidence asynchronous online delivery module content disadvantaged parttime students comparison fulltime counterparts