Problem-based learning, case-based learning, small group discussion, flipped learning, and blended learning were the most common online active learning strategies employed.¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The most common OAL strategies investigated were problem-based learning (n = 7, 20%), case-based learning (n = 5, 14.3%), small group discussion (n = 4, 11.4%), flipped learning (n = 4, 11.4%), and blended learning (n = 4, 11.4%). → Apel Z 2025

Evidence¶

Apel Z 2025¶

Apel Z, Sharmin N, Stefani CM, de Lima AA, Hussain A, Tjosvold L, Perez A. (2025). Online active learning in undergraduate dental education: A scoping review. Journal of Dental Education. https://doi.org/10.1002/jdd.13721

q3 · i? · review · r3

The review reports the frequency of each active learning strategy across the 35 included studies, identifying "problem‐based learning (n = 7, 20%)" as the most common.

"The most common OAL strategies investigated were problem‐based learning (n = 7, 20%), case‐based learning (n = 5, 14.3%), small group discussion (n = 4, 11.4%), flipped learning (n = 4, 11.4%), blended learning (n = 4, 11.4%)."

Discussion¶

Related Claims¶

• PBL and flipped classrooms frequently show better post-test performance and knowledge retention than traditional methods — related
• The review finds flipped learning, PBL, gamification, and collaborative learning adapted to digital environments produced positive effects on motivation, participation, and transversal competences — related
• Case-based discussion is the most commonly used learning activity type in interprofessional education for undergraduate healthcare students — related
• Thirty-five studies on online active learning in undergraduate dental education were included in this scoping review. — related