TMU
Owner
Tarbiat Modares University (TMU) is the owner of HEHP.
0.8
Cite Score
Volume 12, Issue 3 (2024)
Health Educ Health Promot 2024, 12(3): 383-388 |
Back to browse issues page
History
Received: 2024/05/5 | Accepted: 2024/08/28 | Published: 2024/09/5
Received: 2024/05/5 | Accepted: 2024/08/28 | Published: 2024/09/5
How to cite this article
Comparing Student-Centered Teaching Methods in Virtual Education; Interactive Lectures vs. Jigsaw Puzzles. Health Educ Health Promot 2024; 12 (3) :383-388
URL: http://hehp.modares.ac.ir/article-4-74948-en.html
URL: http://hehp.modares.ac.ir/article-4-74948-en.html
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rights and permissions
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Authors
Abstract (1810 Views)
Aims: This study compared two innovative teaching methods, including interactive online lecture-based versus online jigsaw puzzle-based instruction for surgical technology education in a virtual environment.
Materials & Methods: This quasi-experimental pre-post single-group design was conducted on 42 undergraduate surgical technology students at Alborz University of Medical Sciences. Topics in a general surgical technology module were divided into two sections and taught using these methods. Learning and retention were assessed using 40-item multiple-choice questions in the pre- and post-test stages. Academic enthusiasm was evaluated using a standard 15-item questionnaire.
Findings: Participants’ mean age was 20.26±0.63 years, with a GPA of 16.43±0.94. The interactive online lecture-based group demonstrated significantly higher learning gains than the online jigsaw puzzle-based 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, the interactive online lecture-based group showed higher behavioral engagement compared to the online jigsaw puzzle-based group (p=0.005, t=2.87), but no other differences were noted.
Conclusion: Interactive online lectures lead to superior learning outcomes, supporting the transition of traditional techniques online with interactivity. However, virtual jigsaw puzzles exhibit weaker educational effects, potentially due to coordination challenges.
Materials & Methods: This quasi-experimental pre-post single-group design was conducted on 42 undergraduate surgical technology students at Alborz University of Medical Sciences. Topics in a general surgical technology module were divided into two sections and taught using these methods. Learning and retention were assessed using 40-item multiple-choice questions in the pre- and post-test stages. Academic enthusiasm was evaluated using a standard 15-item questionnaire.
Findings: Participants’ mean age was 20.26±0.63 years, with a GPA of 16.43±0.94. The interactive online lecture-based group demonstrated significantly higher learning gains than the online jigsaw puzzle-based 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, the interactive online lecture-based group showed higher behavioral engagement compared to the online jigsaw puzzle-based group (p=0.005, t=2.87), but no other differences were noted.
Conclusion: Interactive online lectures lead to superior learning outcomes, supporting the transition of traditional techniques online with interactivity. However, virtual jigsaw puzzles exhibit weaker educational effects, potentially due to coordination challenges.
Keywords:
| | Full-Text (HTML) (248 Views)