Lack of physical interaction between students, peers, and educators was reported as a disadvantage of digital learning, and blended approaches were identified as a possible solution¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The lack of physical interaction between students, peers and educators was reported to be a disadvantage of digital learning. → Nava E 2026 q2 i? Several studies identified blended approaches as a possible solution to maintain accessible digital teaching while preserving student-educator interactions. → Nava E 2026 (2)

Evidence¶

Nava E 2026¶

Nava E, Jalote‐Parmar A, Våpenstad C, Valla M. (2026). Blended and digital approaches in histology and pathology teaching: A scoping review. Anatomical Sciences Education. https://doi.org/10.1002/ase.70169

q2 · i? · review · r2

The review's synthesis of perceptions across the included studies reports that "The lack of physical interaction between students, peers and educators was reported to be a disadvantage of digital learning." This is a narrative synthesis finding with no effect size printed.

"The lack of physical interaction between students, peers and educators was reported to be a disadvantage of digital learning."

Nava E 2026 (2)¶

Nava E, Jalote‐Parmar A, Våpenstad C, Valla M. (2026). Blended and digital approaches in histology and pathology teaching: A scoping review. Anatomical Sciences Education. https://doi.org/10.1002/ase.70169

q2 · i? · review · r2

The review reports that "Several studies identified blended approaches as a possible solution to maintain accessible digital teaching while preserving valuable student‐educator interactions," positioning blended learning as a response to the interaction deficit of fully digital formats.

"Several studies identified blended approaches as a possible solution to maintain accessible digital teaching while preserving valuable student‐educator interactions."

Discussion¶

Related Claims¶

• Physical meetings and chatting during online lectures were the most frequent forms of student–educator interaction reported in digital and blended histology and pathology education — related
• Content analysis identified four facilitatory features of technology-based teaching: delivery mode, multimedia design, clinical skill practice, and interaction or feedback — related
• Many school districts are interested in implementing blended learning but lack evidence on its effects and on best-practice implementation — related
• Research output on digital histology and pathology teaching increased steadily from 2013 to 2024, with first-year medical students the most frequently studied group — related