The evaluation of the processes of problem based learning tutorials: Online or face-to-face?

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dc.contributor.authorGayef, Albena
dc.contributor.authorEmre, Ozge
dc.contributor.authorAkdeniz, Esra
dc.contributor.authorGulpinar, Mehmet Ali
dc.date.accessioned2024-06-12T11:01:33Z
dc.date.available2024-06-12T11:01:33Z
dc.date.issued2024
dc.departmentTrakya Üniversitesien_US
dc.description.abstractObjective: The purpose of this research is to evaluate e-PBL tutorials and compare these sessions with face-to-face PBL sessions. Materials and Methods: This research is a program evaluation study in which quantitative methods were used. In the research, four 90 -minute e-PBL sessions held between April and June 2020 were evaluated. Sessions conducted online were realised using the sevenstep approach in groups of 13-14 students and a tutor. Video recordings were analysed with the thin slicing method. In addition, various quantitative data on evaluation were analysed using multiple tools and materials, including the end -of -program evaluation form. Friedman test and Mann -Whitney U test were used in the analyses of quantitative data. Results: Upon evaluating the analyses of the feedback received from the students about the structure, content and process of the program regarding the e-PBL tutorials, the students gave a positive opinion of 80% or more. In regards with the cases, the students had positive opinions of over 80% in terms of motivation for learning and researching, daily life and its relation to their individual development, suitability to their levels of knowledge and skills, reinforcement of topics. Support, guidance and feedback received from the tutor as a group and individually during online tutorials were statistically significantly higher than the face-to-face PBL tutorials (P<0.05). Conclusion: Research on the effectiveness of e-PBL tutorials, including ours, point out that e-PBL practices may constitute a viable alternative besides face -to face ones. However, for a sounder framing and better results, the subject should be studied in different aspects and more evidences be gathered in this area. These studies will provide evidence to educational institutions and practitioners on how to adapt and modify educational practices, including PBL.en_US
dc.identifier.doi10.5472/marumj.1378475
dc.identifier.endpage99en_US
dc.identifier.issn1309-9469
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85192351595en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage92en_US
dc.identifier.urihttps://doi.org/10.5472/marumj.1378475
dc.identifier.urihttps://hdl.handle.net/20.500.14551/20945
dc.identifier.volume37en_US
dc.identifier.wosWOS:001230207900003en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherMarmara Univ, Fac Medicineen_US
dc.relation.ispartofMarmara Medical Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEvaluationen_US
dc.subjectProblem-Based Learningen_US
dc.subjectTutorialen_US
dc.subjectOnlineen_US
dc.subjectFace-To-Faceen_US
dc.subjectMedical-Educationen_US
dc.subjectExperienceen_US
dc.titleThe evaluation of the processes of problem based learning tutorials: Online or face-to-face?en_US
dc.typeArticleen_US

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