JMIR Publications

ABSTRACT

Background:

With the availability and capabilities of varied technologically-enhanced learning activities, the blended learning approach has become increasingly popular in interprofessional education. The combined use of different technologically-enhanced learning activities has not been fully examined, particularly on the effects of instructional sequences for effective learning outcomes.

Objective:

The objective of this study was to investigate the effects of the instructional sequences of a blended learning approach in improving students’ learning outcomes on interprofessional competencies.

Methods:

A randomized controlled study was conducted with healthcare students who were randomly assigned to three groups based on three different instructional sequences (WI-VR-SE, WI-SE-VR and SE-WI-VR) to undertake technologically-enhanced learning activities, including web-based instruction (WI), virtual reality (VR), and simulation exercise (SE). Pre-tests and post-tests were conducted to evaluate the students’ learning outcomes on interprofessional competencies.

Results:

There were 198 participants from the three groups who completed the questionnaires. All three groups reported significant improvement in their levels of self-efficacy (P<.05) and attitudes (P<.001) towards interprofessional team care about one month after the interprofessional learning. While no significant difference was found (P=0.06) between the WI-VR-SE and WI-SE-VR groups in the self-efficacy post-tests, participants in the SE-WI-VR group reported significantly lower (P<.05) post-test scores than those in the WI-SE-VR group. The majority of the participants (69.1%) selected the instructional sequence ‘WI-VR-SE’ as their top preference.

Conclusions:

This study shows that the instructional sequence of a blended learning approach can have a significant impact on students’ learning outcomes. The learning of concepts from WI followed by problem-solving activity in the SE was found to be a more effective learning sequence than the reverse sequence. This finding therefore highlights the need to focus on scaffolding students’ learning when planning instructional sequences for technologically-enhanced learning activities within blended learning environments.