Peter Nicklen*, Monash University, Victoria, Australia, Melbourne, Australia Jenny Keating, Monash University, Melbourne, Australia George Rivers, Monash University, Melbourne, Australia Stephen Maloney, Monash University, Melbourne, Australia Track: Research Presentation Topic: Web 2.0-based medical education and learning Presentation Type: Rapid-Fire Presentation Submission Type: Single Presentation Building: Sol Principe Room: B - Gibralfaro Date: 2014-10-09 04:15 PM – 05:00 PM Last modified: 2014-09-03

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Background: Case Based Learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-based learning could complement the current CBL format due to its proposed benefits of increased flexibility and student autonomy. Primary results show that remote-online (RO) CBL produces comparable learning outcomes and student satisfaction when compared to face-to-face CBL. In order for RO-CBL to be successfully implemented into curriculum, an economic evaluation is necessary. This study aims to explore the financial implications of web-conference CBL versus traditional face-to-face CBL, as a possible motivator for transitioning to web-based learning.

Methods: Participants were undergraduate physiotherapy students completing their third year of studies at Monash University, Victoria, Australia. In the Monash Physiotherapy program, CBL is currently completed on campus in small groups of 4-6 students. During one week of semester, all students completed CBL at home by means of an online conference, remote-online CBL (RO-CBL). The main outcome was a post-learning activity survey. Data were collected that allowed the evaluation comparison of total student value. Total student value incorporates, costs associated with transportation and equipment, the amount of time saved, and perceived value of web-based learning.

Results: Data collection is completed. Preliminary analysis indicates the most significant saving to students being transportation and time related to reduced travel. The main costs were hardware and Internet access. Web-based learning provided some students with greater opportunity to supplement their income to support their costs of living and tuition. Students stated that the ideally the course would be delivered with three on campus days and two through remote web-based learning per week. Interestingly, students perceived this less valuable compared to five days of on campus learning.

Anticipated Conclusion: It is anticipated that RO-CBL will have a greater value to students when compared to face-to-face CBL. However, further analysis is continuing with this data to determine the precise magnitude of this value.
KEYWORDS
Case based learning, Computer assisted learning, E-learning, Health care education, Online learning, Problem based learning, Economic evaluation