A comparison of face-to-face and fully online problem-based learning: Student results and staff experiences, 2014-2020

• Published in: Health promotion journal of Australia Vol. 33; no. S1; pp. 57 - 66
• Main Authors: Leavy, Justine E., Della Bona, Malena, Nelson, Brody, Leaversuch, Francene
• Format: Journal Article
• Language: English
• Published: West Perth, WA Australian Health Promotion Association 01-10-2022; Blackwell Publishing Ltd; John Wiley and Sons Inc
• Subjects: Academic staff; Australia; Bivariate analysis; Collaboration; Colleges & universities; Communication skills; competencies; Competency based learning; Critical thinking; Data; Educational evaluation; English language; Evaluation; fully online; Health education; Health information; Health promotion; Health sciences; Humans; Information technology; Internet; Learning; Problem based learning; Problem solving; Problem-Based Learning - methods; Professional practice; Qualitative analysis; Skills; Social aspects; Special Issue: Learning and Teaching in Health Promotion; Students; Study and teaching (Elementary); Teaching; Technology; Thinking; Work skills; Australia; fully online; problem-based learning; competencies; technology; communication skills
• ISSN: 1036-1073; 2201-1617
• DOI: 10.1002/hpja.636

Issue addressed: Problem-based learning (PBL) is a student-directed pedagogy that promotes critical thinking, self-directed learning and communication skills essential for health promotion students and practitioners. This paper reports on student results, student evaluation and staff experience of PBL in the face-to-face and fully online environment in an undergraduate health sciences unit in an Australian university. Methods: A single time-point study using quantitative and qualitative administrative student data (2014-2020) and narrative reflection from teaching academics (n = 5) was undertaken. Descriptive, independent t test and bivariate analyses for student results data were conducted; an inductive approach was used to analyse qualitative data and create codes. Results: Student sample (n = 472) consisted face-to-face (n = 358, 75.8%) and online (n = 114, 24.2%) enrolments. Final Unit Mark was significantly higher for fully online students compared with face-to-face students in 2018 (P =.007) and 2019 (P =.001). Final Unit Achievement was significantly higher for fully online students compared with face-to-face students in 2018 (P =.017) and 2019 (P =.043). Three themes emerged: The PBL approach; Evolution of PBLs; Student skills and competencies. Discussion: PBL allows students to learn through facilitated problem solving and strong collaborative skills. The face-to-face and fully online PBLs improved the student and academic staff experience, while supporting the development of critical thinking and self-directed research. Further, it supported students to develop their core health promotion competencies; and enhanced the online student learning experience. So what?: Vital for contemporary, global graduates, the fully online PBL approach allows students to build critical academic and professional skills utilising current information technology relevant for collaborative professional practice.