The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load
Abstract Background The abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online sync...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2024-03-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-024-05311-7 |
| _version_ | 1797247195152384000 |
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| author | Chih-Tsung Hung Shou-En Wu Yi-Hsien Chen Chen-Yeu Soong Chien‑Ping Chiang Wei‑Ming Wang |
| author_facet | Chih-Tsung Hung Shou-En Wu Yi-Hsien Chen Chen-Yeu Soong Chien‑Ping Chiang Wei‑Ming Wang |
| author_sort | Chih-Tsung Hung |
| collection | DOAJ |
| description | Abstract Background The abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load. Methods A total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format. Results In this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0–5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005). Conclusions Both synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students’ cognitive load when designing online curricula. |
| first_indexed | 2024-04-24T19:54:50Z |
| format | Article |
| id | doaj.art-4fdea0800e834e3f978c7636475f519c |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-24T19:54:50Z |
| publishDate | 2024-03-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-4fdea0800e834e3f978c7636475f519c2024-03-24T12:24:07ZengBMCBMC Medical Education1472-69202024-03-012411810.1186/s12909-024-05311-7The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive loadChih-Tsung Hung0Shou-En Wu1Yi-Hsien Chen2Chen-Yeu Soong3Chien‑Ping Chiang4Wei‑Ming Wang5Department of Dermatology, Tri-Service General Hospital, National Defense Medical CenterDepartment of Dermatology, Tri-Service General Hospital, National Defense Medical CenterDepartment of Dermatology, Tri-Service General Hospital, National Defense Medical CenterDepartment of Dermatology, Tri-Service General Hospital, National Defense Medical CenterDepartment of Dermatology, Tri-Service General Hospital, National Defense Medical CenterDepartment of Dermatology, Tri-Service General Hospital, National Defense Medical CenterAbstract Background The abrupt onset of the COVID-19 pandemic compelled universities to swiftly establish online teaching and learning environments that were not only immediately deployable but also conducive to high-quality education. This study aimed to compare the effectiveness of the online synchronous and asynchronous teaching formats in the dermatology lecture for undergraduate medical students, including academic performance, self-efficacy, and cognitive load. Methods A total of 170 fourth-year undergraduate medical students attending the dermatology lecture were included. The lecture was delivered using both the synchronous method (live online lecture via Webex meeting) and the asynchronous method (lecture videos shared on YouTube). The students had the freedom to choose their preferred method of attending the online lecture. The study assessed three main aspects: (1) learning outcomes measured through pretest, posttest, and retention test scores; (2) cognitive load experienced by students, including mental load and mental effort measured using eight items; and (3) satisfaction levels with each online teaching format. Results In this study, 70 students opted for the synchronous online lecture, while 100 students chose the asynchronous online lecture. Both synchronous and asynchronous teaching methods exhibited significant improvements in post and retention test scores compared to the pretest. Satisfaction levels, rated on a scale of 0–5, were generally high for both teaching methods, with no significant differences observed (4.6 for synchronous, 4.53 for asynchronous; p =.350). Regarding cognitive load, the synchronous method showed a significantly lower level than the asynchronous method (p =.0001). Subgroup analysis revealed no difference in mental effort (p =.0662), but the level of mental load was lower in the synchronous method (p =.0005). Conclusions Both synchronous and asynchronous online teaching methods demonstrated improvements in learning outcomes and high levels of student satisfaction. However, the cognitive load experienced by students was lower in the synchronous setting compared to the asynchronous setting. These findings remind health professions educators that they would consider the students’ cognitive load when designing online curricula.https://doi.org/10.1186/s12909-024-05311-7Online learningCognitive loadSelf-efficacyStudent satisfactionMedical education |
| spellingShingle | Chih-Tsung Hung Shou-En Wu Yi-Hsien Chen Chen-Yeu Soong Chien‑Ping Chiang Wei‑Ming Wang The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load BMC Medical Education Online learning Cognitive load Self-efficacy Student satisfaction Medical education |
| title | The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load |
| title_full | The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load |
| title_fullStr | The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load |
| title_full_unstemmed | The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load |
| title_short | The evaluation of synchronous and asynchronous online learning: student experience, learning outcomes, and cognitive load |
| title_sort | evaluation of synchronous and asynchronous online learning student experience learning outcomes and cognitive load |
| topic | Online learning Cognitive load Self-efficacy Student satisfaction Medical education |
| url | https://doi.org/10.1186/s12909-024-05311-7 |
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