Volume 12, Issue 3 (2024)
Health Educ Health Promot 2024, 12(3): 1001-1015 |
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Sadati L, Edalattalab F, Nouri khaneghah Z, Karami S, Khalilnejad M, Abjar R. Comparing Student-Centered Teaching Methods in Virtual Education: Interactive Lectures vs. Jigsaw Puzzles. Health Educ Health Promot 2024; 12 (3) :1001-1015
URL: http://hehp.modares.ac.ir/article-5-74948-en.html
URL: http://hehp.modares.ac.ir/article-5-74948-en.html
1- , ranaabjar@gmail.com
Abstract: (83 Views)
Aims: This study compared two innovative teaching methods for surgical technology education in the virtual environment: interactive online lecture-based (IOLB) versus online jigsaw puzzle-based (OJPB) instruction.
Methods: A quasi-experimental pre-post single group design was utilized with 42 undergraduate surgical technology students at the Alborz University of Medical Sciences. Topics in a general surgical technology module were divided into two sections and taught by IOLB and OJPB methods. Learning and retention were assessed using 40-item multiple choice pre-posttests. Academic enthusiasm was evaluated using a standard 15-item questionnaire.
Results: Participants averaged 20.26 ± 0.63 years old with a GPA of 16.43 ± 0.94. The IOLB group demonstrated significantly higher learning gains than the OJPB group (p = 0.02, z = -2.20, d = 3.41). No significant between-group differences emerged in retention (p = 0.95, t = 0.05, d = 0.013). For Academic enthusiasm IOLB showed higher behavioral engagement versus OJPB (p = 0.005, t = 2.87), but no other differences.
Conclusion: Interactive online lectures led to superior learning outcomes, supporting transitioning traditional techniques online with interactivity. However, virtual jigsaw puzzles showed weaker educational effects, potentially due to coordination challenges
Methods: A quasi-experimental pre-post single group design was utilized with 42 undergraduate surgical technology students at the Alborz University of Medical Sciences. Topics in a general surgical technology module were divided into two sections and taught by IOLB and OJPB methods. Learning and retention were assessed using 40-item multiple choice pre-posttests. Academic enthusiasm was evaluated using a standard 15-item questionnaire.
Results: Participants averaged 20.26 ± 0.63 years old with a GPA of 16.43 ± 0.94. The IOLB group demonstrated significantly higher learning gains than the OJPB group (p = 0.02, z = -2.20, d = 3.41). No significant between-group differences emerged in retention (p = 0.95, t = 0.05, d = 0.013). For Academic enthusiasm IOLB showed higher behavioral engagement versus OJPB (p = 0.005, t = 2.87), but no other differences.
Conclusion: Interactive online lectures led to superior learning outcomes, supporting transitioning traditional techniques online with interactivity. However, virtual jigsaw puzzles showed weaker educational effects, potentially due to coordination challenges
Article Type: Original Research |
Subject:
Technology of Health Education
Received: 2024/05/5 | Accepted: 2024/08/28 | Published: 2024/08/20
Received: 2024/05/5 | Accepted: 2024/08/28 | Published: 2024/08/20
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