Online Learning Efficacy Research Database

Background: Online education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students.Methods: Survey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam,score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman’s rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students’ NQROC learning engagement. Results: The study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiplechoice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P<0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving
students had higher total scores (Z=-3.223, P=0.001) and scores in both MCQs (Z=-6.263, P<0.001) and CSQs (Z=-6.877, P<0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P=0.003) and MCQs scores (Z=-5.706, P<0.001) but lower scores in CSQs (Z=-2.775, P=0.006). Furthermore, students’ NQROC learning engagement was greater in the online teaching model. Conclusions: The results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students’ lower-order cognitive skills. 
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This study compares four learning environments: face-to-face learning (F2F), fully e-learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self-efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third-year undergraduate students (n = 106), enrolled in the “Animal and Human Physiology” course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self-efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self-efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self-efficacy are often cancelled out by negative perceptions. 
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