How do undergraduate dental students learn online?

Abstract

Objectives: To explore how online resources, particularly digital learning objects, support independent study in a PBL curriculum. As such, this study addressed the key research question, how and when do digital learning objects support knowledge construction across a problem cycle? Methods: This study examined learning across time in the specific context of undergraduate problem-based learning (PBL). Participants included members of one tutorial group (n= 8). Student learning activities both in class and during students' self-study time were videorecorded. Participating students were also invited to observe the videos of their self-study and comment on their online learning processes. Analysis of video and interview transcripts tracked student engagement with both real and virtual learning objects to examine effects on learning in PBL. Results: Analysis of classroom videos indicated that group learning in tutorial discussions of real learning objects was reinforced individually when virtual representations of the same objects were provided as self study resource. Analysis of self study activity indicated that students accessed a range of educational technologies to support learning within and across a problem cycle. Conclusions: Accessing digital representations of PBL stimulus materials between tutorials supports student learning in a problem-based curriculum.