A systematic review of e learning – implications for curriculum planners, teachers and researchers

Abstract

Background: Despite e-learning’s perceived ability to deliver effective and cost efficient learning resources, there is limited evidence to support best-practice approaches. Aims & Objectives: This paper systematically reviews e-learning through the lens of dental radiology interventions to identify significances or limitations of learning outcomes and research methods. Future enhancements for research design, reporting and e-learning goals will be presented. Materials and Methods: A methodologically appropriate systematic review was performed, articles identified, abstracts read and papers identified. Outcome measures were extracted relating to 'knowledge' and student preferences and the nature of the learning interventions and research methods analyzed. Results: From 514 papers, 15 met the inclusion criteria. 13 papers reported positive students’ perceptions/attitudes however, evaluation methods were diverse. 6 studies showed significant knowledge outcomes, 3 studies showed no difference and one study used incorrect analysis. Two studies had no control groups. E-learning interventions were diverse ranging from one 30-minute activity to integrated online resources for “blended” learning. Study design ranged from randomized controlled trails to intervention with no control group. From an analysis of the goals/outcomes, the level of knowledge was categorized into 4-levels: understanding, analysis, diagnosis and performance (UDAP). Of the 6 studies that identified significant differences, 5 were at the level of understanding and one at the level of diagnosis and one at the level of analysis and skills performance. Conclusions: The learning content goals, e-learning interventions and outcome measures used in these papers was diverse and lacked detail. The “knowledge” levels used for e-learning and evaluation outcomes were at a low level and not clearly defined. Future curriculum planners, educators and researchers need to plan detailed and focused learning and research goals with learning content and outcomes defined at the relevant knowledge performance level (UADP). This will allow more precise measurement of learning/outcomes not only to allow comparisons but more importantly to inform learning practice.