Blended-learning CPD programme design combining asynchronous video lectures, case-based seminars and online discussions

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article describes the instructional components of the blended-learning Master programme: "Key elements such as asynchronous video lectures facilitated flexible, self‐paced learning. Interactive, case‐based seminars promoted critical thinking and clinical reasoning. Moreover, online discussions supported collaborative knowledge building." The programme also incorporated problem-based learning, self-directed study, explorative learning opportunities and cooperative learning in virtual classrooms.

Design Implications

Context

Requirements

• User-friendly e-learning software enabling flexible online access for working professionals

Constraints

• Online teaching alone cannot fully replace conventional methods; a multi-modal approach blending digital and face-to-face education is needed

Target Learners

• postgraduate dentists in part-time CPD programmes

Learning Goals

• clinical reasoning
• collaborative knowledge building
• self-paced theoretical learning

Claims

• Master graduates in a blended-learning CPD programme scored significantly higher than Curriculum graduates on the total patient-case score [+W]

Related Designs

• Blended learning professional development model for teacher ICT training (12 face-to-face + 20 online sessions)
• FLEX blended learning study format with halved classroom time and video-based online self-study

Examples

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Key Sources

• Peikert S. A., Wiegel S. V., Blank J., Woelber J. P., Ratka‐Krüger P. (2026). Assessment of Knowledge Levels in a Blended‐Learning CPD Programme in Periodontology: A Cross‐Sectional Comparative Study. European Journal of Dental Education. https://doi.org/10.1111/eje.70099

Page metadata

Field	Value
type	design
id	blended-learning-cpd-component-mix-periodontology
title	Blended-learning CPD programme design combining asynchronous video lectures, case-based seminars and online discussions
description	The article describes the instructional components of the blended-learning Master programme: "Key elements such as asynchronous video lectures facilitated flexible, self‐paced learning.
status	review
generated	by process:settle-candidates on 2026-11-04
trust	unverified — no one has confirmed this page's content
sources	1 — peikert-s-a-2026

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