eLearning's Effect on Student Understanding, Satisfaction, and Retention Versus Lecture

Objectives: To assess the difference between eLearning and in-class lecture in test performance, course satisfaction, and retention at six and twelve months.
Methods: First- and second-year dental students at UNMC were randomized into two groups: lecture (n=43) and eLearning (n=46). Course material on a dental disease was developed and converted into four PowerPoint presentations and eight interactive e-modules, designed for the same duration of exposure.

Each student took a pretest before any material presentation (IRB #537-16-EX). After completing course material, the students completed the first posttest and course evaluation survey. The same survey for both study groups, adapted from the Student Evaluation of Educational Quality and including simple demographic information (age, sex, and undergraduate GPA), was administered with the first posttest. Follow-up posttests were then given at six and twelve months. Tests (pre- and post-) were composed of the same multiple choice questions, taken directly from the course material, arranged differently with each administration. No test answers were released to the students.
Results: No significant difference was noted between the two subject groups in gender, age, and undergraduate GPA (p≥0.05). No significant difference was noted between the pretest scores, and satisfaction surveys (p≥0.05) for both groups. Both groups scored significantly higher on the first posttest (p<0.0001). However, statistical difference was observed only in the lecture group, but not in the eLearning group, between the pretest and six-month posttest scores.
Conclusions: eLearning format is as effective as in-class lecture format in transmitting understanding of course material. eLearning format is as satisfying as in-class lecture format. Lecture format significantly helped retain course material at six months, while eLearning did not.