Integration of Active‐Learning Activity Increased Short‐Term and Long‐Term Retention in a Self‐Learning Setting
Authors: Ruest L. Bruno , Svoboda Kathy KH , Opperman Lynne A 
Published: November 2023

In this digital era, the availability of electronic teaching content, including lectures, for self‐learning is increasing rapidly. This availability allows changing how course content is delivered − from a traditional lecture setting into a more interactive, “flipped” classroom setting. In some cases, the entire course content can be delivered digitally without traditional lectures. Using digital teaching material allows students to learn on their own (self‐learning). However, the effectiveness of self‐ learning may be questioned when measurements of student viewership and attention are not analyzed. An active‐learning exercise could be used to measure student learning and ensure students are viewing the digital content of a course.

The purpose of this project was to investigate whether the addition of active‐learning exercises improved student learning in a flipped classroom self‐learning model. We hypothesized that the addition of active‐learning activities during or soon after a self‐learning session would help students retain the material after both short and long periods of time. Crossword puzzles were used as the active learning tool in a randomized controlled, parallel group intervention study conducted with second‐semester, first‐year dental students with IRB approval (#2014‐0851‐BCD). Students were randomly separated into three groups: two intervention groups that completed the puzzles during (Group A) or after (Group B) a self‐learning activity and one control group (Group C) who did not see or solve the puzzle. Forty‐three students registered/signed the consent form for the study. Thirty‐seven students (86%) participated in the first round, and 35 students (94.6%) continued in the long‐term study. All groups received the same self‐learning activity. Pre‐ and post‐tests were used to assess their knowledge of the subject. Each student's performance was measured on the repeated test soon after the self‐learning activity (immediacy impact) and then repeated 7 weeks later to measure long‐term retention.

As expected with repeated testing, the post‐test results were higher than the pre‐test results for all the groups, but the increase was significant only for the Group B students (One‐way ANOVA p=0.0120 and Tukey's Multiple Comparisons Test). That group had the highest mean score for the post‐test but the difference was not significant compared to the other groups. The same was observed for the long‐term retention study. The lack of significant results was likely due to the low number of participants. However, interesting trends were observed. Students who performed the active learning activity had higher scores on average than the control group (For the post‐test, the results were: 84.62% and 89.59% for Group A and B, respectively, vs. 81.94% for Group C; for the long‐term retention study: 72.73%, 75.52% and 69.29%). Students who completed the activity after the learning session (Group B) had higher scores. We are currently undergoing a larger study to confirm these trends. In conclusion, active learning activities like crossword puzzles may be an effective adjunct to a flipped classroom self‐learning model.

Support or Funding Information

Supported by a grant from the Texas A&M University ‐Baylor College of Dentistry