The Effectiveness of E-Learning in Bacteriology Course Based on Constructivism vs. Cognitivism

Introduction: Increasing development of technology and information has created changes in the field of teaching and learning. For effective learning, e-learning design should be based on educational principles. The purpose of this study was to compare the effectiveness of e-learning content based on two educational approaches (constructivism and cognitivism) on the level of learning and learners’ attitudes in the bacteriology course. Methods: This two-group experimental research was conducted in AJA University of Medical Sciences in 2015-2016 academic year. Medical students taking the bacteriology course were randomly divided into two groups (n=40). Multimedia e-contents were designed using Storyline 0.2 software on the basis of constructivism and cognitivism and the levels of learning and learners’ attitudes were compared in both groups. A valid and reliable questionnaire was employed for data collection. The collected data were analyzed using descriptive and inferential statistics (ANCOVA and MANOVA). Results: The post-test mean scores were calculated at 12.45±2.70 out of 20 for the cognitivism group and 15.65±1.84 out of 20 for the constructivism group. Comparison of the learning mean scores of the two groups showed a significant difference (p=0.01). Also, the learners in the constructivism-based e-learning group with a general satisfaction mean score at 15.95±1.53 had better attitudes than those in the cognitivism-based e-learning group with the mean score at 11.55±2.66 (p=0.001). Conclusion: According to the findings, the application of constructivism approach in education and following its core principles can promote students’ e-learning of medical programs and improve their attitude toward the program. Thus, it is recommended that medical instructors should use constructivism approach in providing e-contents to improve the quality of education.