Impact of E-learning as a supplementary teaching learning tool in physiology
Journal Title: Medpulse International Journal of Physiology - Year 2018, Vol 5, Issue 2
Abstract
Background: The present teaching- learning activity caters to the requirements of average learners. E-learning has the potential to promote learning at learner’s convenience and pace. In the present study, learning outcome following the administration of e-learning module and students’ perception as a supplementary teaching learning tool was evaluated. Materials and Methods: Forty four first year medical students participated in the study. Case scenario of Parkinsonism was used as a trigger to start the discussion. Reading material was provided on weekly basis in the form of text, power point, and video. Pre-test and post-test were conducted to evaluate the learning outcome. Student’s perception about elearning as a supplementary T-L tool was assessed by using a satisfaction survey. Results: Pre-test and post-test mean scores for learning outcome for knowledge and application were 6.11 ±1.77 and 8.27 ±1.14 respectively, which were statistically significant. In satisfaction survey, 73% of students felt that overall experience of e-learning was good. It helped in improvement of the knowledge (36%), effective in learning complex concepts (25%), helped in revision (25%) and facilitated learning at the place of convenience and time (7 %). Hindering factors were e-learning platform related technical difficulties (32%), lack of mobile app (34%), less time for interaction (18%) and time of academic year not suitable for taking up e-learning activity(20%) as it was close to university examinations. Conclusions: E-learning could serve as a useful supplementary learning tool. There was a demonstrable improvement in the knowledge after intervention using the e-learning module. Student’s preferred mobile app based platforms for administration of e-learning modules.
Authors and Affiliations
Vijayadas 1, Venkatesh D, Arun Kumar M
Keywords
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