Effect of Blended Learning Method (Flex Model) on Final-Year Students of BAMS to Learn Shalyatantra

ABSTRACT

Background:

Blended learning is a blend of online and in-person instruction. This study was conducted to see its effect to learn Shalyatantra topic.

Methodology:

Final-year students (58) were equally in two groups. The topic was taught using a conventional technique in group A and a blended learning way in group B. Pre-test and post-test were conducted before and after the study, respectively. Students’ and teachers’ perceptions on Likert scale were also taken. Statistical analysis was done.

Observation and Results:

The mean post-test score of group B, i.e. blended learning group (18.37 ± 0.97), was more as compared to group A, i.e. conventional learning group (16.31 ± 1.53). Individually both groups were statistically significant.

Conclusion:

It can be concluded that blended learning helped in developing critical thinking, communication skill in students, and enhance the retention of course content.

INTRODUCTION

The developments in science and technology have led to the emergence of numerous new teaching and learning methodologies, including blended learning and e-learning, particularly in the areas of research and self-improvement. Learning that is provided via an internal network or the internet is referred to as e-learning [Multimedia or intranet, like CDs or DVDs].[1] It is thought to be among the most innovative teaching strategies and has a number of benefits, including the ability to train and educate workers, among others.[2,3] On the other hand, there are a lot of drawbacks to e-learning, such as a reliance on technology, a lack of drive, and a diminished capacity for interpersonal communication. Boelens et al.[4] define blended learning as learning that occurs inside an educational setting and is characterized by a deliberate blending of online and in-person classroom interventions to start and foster learning.

Keeping up with the latest developments in Ayurvedic education and competing in the modern world is essential for managing potential side effects including vast amounts of knowledge, student growth, and instructor shortages. It becomes important that the online teaching tool like blended learning model is designed to encourage the students to search out and create their own knowledge bases with a constructivist approach. Six different models can be used to categorize blended learning: 1] face-to-face model; 2] flex model; 3] rotation model; 4] virtual laboratory model; 5] model of self-blending of the enhanced digital representation.[5] This study assessed how well final-year BAMS students learned Shalyatantra using the flex blended learning model.

METHODOLOGY

A total of 58 final-year BAMS students were split equally into two groups, A (Control) and B (Interventional), based on the results of their term exams. Each group was consisting of equal high and low achiever students. Blended learning was introduced to the teacher of final-year BAMS students. Faculty guided the students in learning the same topic by adopting flex model of blended learning for an interventional group and conventional lecture for control group. The blended learning was implemented by facilitating multiple videos and powerpoint presentations shown before the face-to-face learning while conventional lecture on the topic were imparted to control group. “The Kshar Karma” topic was taught using a conventional technique in group A and a blended learning way in group B in which the group was assigned a task after showing the videos and powerpoint presentation to go through it and try to come prepared with the topic next day. For each group, the topic was covered in three-two-hour sessions. After that, the participants had to fill out a post-test form with 20 multiple-choice questions.

After the data collection was over, group A was subjected to blended learning as a part of crossover of intervention among the groups. Student’s perceptions were taken from respective groups using a pre-framed questionnaire. Students’ and teachers’ responses were recorded by using a five-point Likert scale. The scores of students from both groups were subjected for statistical analysis.

OBSERVATION

On comparing the student’s post-test score obtained after blended and conventional methods in respective groups, the scores between the two were found to be statistically significant. The mean post-test score of group B, i.e., blended learning group (18.37 ± 0.97) was more as compared to group A, i.e., conventional learning group (16.31 ± 1.53) as shown in Table 1.

Table 1.

Comparison of students post-test in conventional and blended learning methods

Method	n	Mean	Std. Deviation	Std. Error Mean	t
Conventional method	29	16.31	1.53	0.28	6.11 P=0.0001, S
Blended learning method	29	18.37	0.97	0.18

Comparison of various learning gains in conventional and blended learning method showed that normalize learning gain was high in both the groups but it was slightly higher in blended learning group (group A – 0.73 and group B – 0.88) as shown in Table 2.

Table 2.

Comparison of various learning gains in conventional and blended learning methods

Learning Gains	Conventional Method	Blended Learning Method
Absolute learning gain	50.68%	61.55%
Relative learning gain	164.24	202.84
Normalize gain	0.73 High Gain	0.88 High Gain

DISCUSSION

Pre- and post-test

It was observed that there were statistically significant differences between the pre- and post-test scores for both groups. On comparing the mean post-test score in both the groups, it was found that blended learning score was more than conventional learning. On comparing the learning gains between BL and CL, it was observed that it is high in both the groups but more in BL, viz. 0.73 and 0.88, respectively. The results of this study are consistent with previous studies that report blended learning offers pedagogical benefits more than conventional teaching (Gong et al.,[1]).

Students’ perception

From students’ perception, it is cleared that both the groups were well-oriented about respective learning methods, able to meet objectives of the topic, and both created a good impact on the way of understanding. These perceptions were found to be statistically insignificant on comparing both the groups. This may be because in both the groups same topic was taught with the same learning objectives. Other perceptions which were suggestive of blended learning are more significant than conventional method. It gave the opportunity to clarify the areas of confusion and gave chance to improve knowledge by discussing on knowledge-deficient areas with other students. It helped to improve independent learning. The above results are in alignment with previous research (Karen et al.[6]: Jie Gong et al.[1]: Charle Andre Viljeon et al. 2020) suggestive of blended learning had a good level of satisfaction with this approach.

Faculty feedback

No other study on blended learning mentioned about faculty feedback on both learning methods. The teacher adopts a different position than she does in the classroom while generating content for blended learning; she serves as an advisor, resource, motivator, and creator in addition to being a guide on the side. According to the faculty, a BL is a better teaching-learning method than conventional learning because it enhances the self-study, critical thinking, and communication skill in students and compelled her to adopt new teaching strategy.

CONCLUSION

The present study was the first study comparing the outcomes between blended and conventional learning in Ayurveda. From pre- and post-test and from students’ and teachers’ perception forms, it was concluded that blended learning helped in developing critical thinking and communication skill in students. It also enhanced the retention of course content in student, and student also accepts responsibility of own learning in with blended learning method. As a result, we can say that blended learning can be a good teaching-learning approach.

Conflicts of interest

There are no conflicts of interest.

Funding Statement

Nil.