Evaluation of the Cost-effectiveness of Virtual and Traditional Education Models in Higher Education: A Systematic Review Study
-
Mohsen Pakdaman
,
Maryam Nazari Moghadam
,
Hamid Reza Dehghan
,
Arezoo Dehghani
,
Mahdieh Namayandeh
Abstract
Context: Recent advances in information technology and electronic devices, as well as limitations in traditional education, have persuaded higher education systems to use the virtual model as an alternative. The present systematic review aimed at evaluating the cost-effectiveness of both the traditional and virtual education models.
Methods: In this systematic review, articles published in known English and Persian databases, such as MEDLINE (PubMed), Scopus, Science Direct, HTA, Cochrane, Irandoc, Magiran, and SID from 2007 to 2017 were retrieved. Studies on health technologies and economic were also reviewed. For this purpose, the hierarchical search algorithm and the keywords “e-Learning” and “traditional education” were used.
Results: Ten studies were included, and their results were slightly different. Most studies showed that the cost-effectiveness of virtual education alone or in combination with traditional education (blended model) was equal or greater than that of traditional education. The data analysis of the articles was performed by comparing cost, effectiveness (Min, SD, QASE), cost-effectiveness (ICER), and the average cost per student. Cost-effectiveness refers to achieve the highest output at the lowest cost. The results showed that due to the use of multimedia, lack of space and time limitations, admission of a large number of students, the increased student satisfaction, easy and fast access to information, and use of Sharable Content Object Reference model in producing content and instruction, distance higher education reduces education costs while compensating for the lack of human resources in the teaching-learning process.
Conclusion: One of the effective methods in the education of medical students seems to be Web-based teaching as traditional teaching. Considering the predominance of the web-based method, it is recommended to be used in educational programs in the universities.
2. Meats E, Heneghan C, Crilly M, Glasziou P. Evidence-based medicine teaching in UK medical schools. Med Teach 2009Apr;31(4):332-337. [doi: 10.1080/01421590802572791] [Medline: 19404893]
3. Ilic D, Hart W, Fiddes P, Misso M, Villanueva E. Adopting a blended learning approach to teaching evidence based medicine:a mixed methods study. BMC Med Educ 2013;13:169 [FREE Full text] [doi: 10.1186/1472-6920-13-169] [Medline: 24341502]
4. Grasl MC, Pokieser P, Gleiss A, Brandstaetter J, Sigmund T, Erovic BM, et al. A new blended learning concept for medical students in otolaryngology. Arch Otolaryngol Head Neck Surg 2012 Apr;138(4):358-366. [doi: 10.1001/archoto.2012.145][Medline: 22508619]
5. Lehmann R, Bosse H, Simon A, Nikendei C, Huwendiek S. An innovative blended learning approach using virtual patients as preparation for skills laboratory training: perceptions of students and tutors. BMC Medical Education 2013;13:23. [doi:10.1186/1472-6920-13-23]
6. Woltering V, Herrler A, Spitzer K, Spreckelsen C. Blended learning positively affects students' satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation. Adv Health Sci Educ Theory Pract2009 Dec;14(5):725-738. [doi: 10.1007/s10459-009-9154-6] [Medline: 19184497]
7. Ellaway R. E-learning: is the revolution over? Med Teach 2011;33(4):297-302. [doi:10.3109/0142159X.2011.550968] [Medline: 21456987]
8. Maloney S, Tai J, Paynter S, Lo K, Ilic D. Self-Directed Online Learning Modules: Students’ Behaviours and Experiences.Pharmacy 2013 Jul 29;1(1):8-15. [doi: 10.3390/pharmacy1010008]
9. Ilic D, Nordin R, Glasziou P, Tilson J, Villanueva E. A randomised controlled trial of a blended learning educationintervention for teaching evidence-based medicine. BMC Medical Education 2015;15:39. [doi: 10.1186/s12909-015-0321-6]
10. Kremer M, Brannen C, Glennerster R. The challenge of education and learning in the developing world. Science 2013 Apr19;340(6130):297-300. [doi: 10.1126/science.1235350] [Medline: 23599477]
11. Wijnen B, Van Mastrigt G, Redekop WK, Majoie H, De Kinderen R, EversS. How to prepare asystematic review of economic evaluations for informingevidence-based healthcare decisions: Data extraction, risk of bias, and transferability (part 3/3). Expert Rev Pharmacoecon OutcomesRes. 2016;16(6):723–32. doi:10.1080/14737167.2016.1246961. [PubMed:27762640].
12.Battaglino TB, Haldeman M, Laurans E. The costs of online learning. Education reform for the digital era. 2012;1:1-13.
13.Maloney S, Haas R, Keating JL, Molloy E, Jolly B, Sims J, et al. Breakeven, cost benefit, cost effectiveness, and willingness to pay for web-based versus face-to-face education delivery for health professionals. Journal of medical Internet research. 2012;14(2).
14.Vasilakis N, Supin M, Ilavska A, Demopoulou I, Piromalis D, Tseles D. Comparison of cost – effectiveness of traditional and asynchronous distance learning education systems2008.
15.Abeysinghe A, Jayatilleke B, Athapattu B, Gamini L. Costing of a blended learning course at the Open University of Sri Lanka: An empirical study. 2013.
16.Maloney S, Nicklen P, Rivers G, Foo J, Ooi YY, Reeves S, et al. A cost-effectiveness analysis of blended versus face-to-face delivery of evidence-based medicine to medical students. Journal of medical Internet research. 2015;17(7)
17.Fazlollahtabar H, Sharma NK. E-Learning versus face-to-face learning: An economic analysis of higher educational systems in Iran. International Journal of Cyber Society and Education. 2008;1(1):49-60.
18.Kumpu M, Atkins S, Zwarenstein M, Nkonki L, consortium A. A partial economic evaluation of blended learning in teaching health research methods: a three-university collaboration in South Africa, Sweden, and Uganda. Global health action. 2016;9(1):28058.
19.Nigam A, Srivastava J, Lakshmi T, Vaish A. Digitizing Education: A Cost Benefit Analysis. Asian Journal of Information Science and Technology. 2015;5(1):1-5.
20.Bandla H, Franco RA, Simpson D, Brennan K, McKanry J, Bragg D. Assessing learning outcomes and cost effectiveness of an online sleep curriculum for medical students. Journal of Clinical Sleep Medicine. 2012;8(04):439-43.
21.Olakulehin FK, Panda SK. Private cost of education: A comparative study of distance and campus-based university students in Nigeria. European Journal of Open, Distance and E-learning. 2011;14(2).
22. Kremer M, Holla A. Improving Education in the Developing World: What Have We Learned from Randomized Evaluations?Annu Rev Econom 2009;1:513-542 [FREE Full text] [doi:.1146/annurev.economics.050708.143323] [Medline: 23946865]
23.Stotzer RL, Fujikawa K, Sur J, Arnsberger P. Cost Analysis of a Distance Education MSW Program. Journal of Teachingin Social Work 2013 Nov;33(4-5):357-368. [doi: 10.1080/08841233.2013.826318]
24.Huang G, Reynolds R, Candler C. Virtual patient simulation at US and Canadian medical schools. Acad Med 2007May;82(5):446-451. [doi: 10.1097/ACM.0b013e31803e8a0a] [Medline: 17457063]
25.Huang G, Reynolds R, Candler C. Virtual patient simulation at US and Canadian medical schools. Acad Med 2007May;82(5):446-451. [doi: 10.1097/ACM.0b013e31803e8a0a] [Medline: 17457063]
| Files | ||
| Issue | Vol 3, No 1 (2019) | |
| Section | Review Article | |
| DOI | https://doi.org/10.18502/htaa.v3i1.5715 | |
| Keywords | ||
| Electronic Learning-virtual education-traditional education; blended learning-cost effectiveness Higher Education | ||
| Rights and permissions | |
|
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
