A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning...

Area of Science:

• Medical Education
• Online Learning
• Neuroscience

Background:

• Medical education increasingly utilizes online learning for curriculum standardization.
• The effectiveness of active learning versus lectures in traditional settings is established, but unclear in online environments.

Purpose of the Study:

• To evaluate medical student preferences for online lecture versus active learning formats.
• To assess the impact of online learning format on short- and long-term learning gains.

Main Methods:

• First-year medical students participated in online neurologic sciences modules.
• Students either selected their preferred format (lecture or constructivist) or were randomly assigned in a crossover design.

Main Results:

• Students strongly preferred passive online lectures, valuing direct instruction over independent discovery.
• Learning gains and knowledge retention were equivalent across both formats.
• Online lectures were completed in less time than active learning modules.

Conclusions:

• Medical students prefer passive online lectures, which result in comparable performance with reduced time investment.
• Educators should consider strategies to foster appreciation for active learning online and develop self-directed learning skills.