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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Video learning strategies affecting achievement, learning approach, and lifelong learning in a flipped periodontology

Jihyun Lee¹, Jung-Chul Park², Daeun Jung³

¹School of Dentistry, Dental Research Institute, Seoul National University, Jongno-gu, Seoul, Republic of Korea.

Journal of Dental Education

|March 8, 2021

Abstract

Objective:

To explore how video learning strategies influence students' Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted.

Methods:

Data were collected from 65 dental students enrolled in a 21-week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL.

Results:

FL achievement was predicted by repeated and in-advance video learning strategies. In-advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL.

Conclusion:

This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long-term cultivation of meaning, experience, insight, learning, and practice.

Keywords:

deep approach to learning flipped learning lifelong learning video learning strategies

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