Medical students' satisfaction on online flipped learning by learning styles

Area of Science:

• Medical Education
• Online Learning
• Educational Psychology

Background:

• Online flipped learning models are increasingly adopted in medical education.
• Understanding student satisfaction is crucial for effective online pedagogy.
• Learning styles can influence student engagement and outcomes in digital environments.

Purpose of the Study:

• To investigate how different learning styles impact medical students' satisfaction with online flipped learning.
• To identify specific learning style dimensions that correlate with satisfaction levels.

Main Methods:

• Utilized Felder and Soloman's Index of Learning Styles and the National Assessment of Student Engagement in Learning.
• Analyzed data from 42 second-year medical students using the Kruskal-Wallis test.
• Examined satisfaction differences across various learning style preferences.

Main Results:

• Statistically significant differences in satisfaction were found for active-reflective and sensing-intuitive learning style types.
• Active-reflective learners showed significant differences in problem-solving, understanding, active participation, and self-directed learning.
• Sensing-intuitive learners demonstrated significant differences in active participation.

Conclusions:

• Learning style is a key factor influencing medical students' experiences with online flipped learning.
• Further research is needed to optimize online small group activities and identify success factors for online medical education.