Dantas Arianne M, Kemm Robert E
Department of Physiology, The University of Melbourne, Melbourne, Victoria, Australia.
Adv Physiol Educ. 2008 Mar;32(1):65-75. doi: 10.1152/advan.00006.2007.
Learning via online activities (e-learning) was introduced to facilitate existing face-to-face teaching to encourage more effective student preparation and then informed participation in an undergraduate physiology laboratory-based course. Active learning was encouraged by hypothesis formation and predictions prior to classes, with opportunities for students to amend their e-learning submissions after classes. Automatic or tutor feedback was provided on student submissions. Evaluation of the course was conducted via student questionnaires, individual student interviews, and analysis of student marks in examinations and of the e-learning component. Student feedback on this entire subject in the university-wide quality of teaching survey was very high by University of Melbourne standards and most encouraging for the first implementation of such a curriculum modification. Results from further detailed surveys of student interactions and engagement and correlation analysis between student responses were also very supportive of the effectiveness of the course. There were no significant differences between examination marks in the new course with e-learning and the previous year without e-learning. However, there was a significant correlation between assessment of student e-learning work and their final examination mark. Correlation analysis between various survey responses helped interpret results and strengthened arguments for e-learning and suggested future improvements for student use of e-learning. This mode of e-learning used to support face-to-face learning activities in the laboratory can be adapted for other disciplines and may assist students in developing a greater appreciation and a deeper approach for learning from their practical class experiences.
引入在线活动学习（电子学习）是为了促进现有的面对面教学，鼓励学生更有效地预习，进而更有见识地参与本科生理学实验课程。通过课前形成假设和预测来鼓励主动学习，课后学生有机会修改他们的电子学习作业提交内容。会对学生的提交内容提供自动反馈或教师反馈。通过学生问卷、个别学生访谈以及对考试中学生成绩和电子学习部分的分析来对课程进行评估。按照墨尔本大学的标准，在全校范围的教学质量调查中，学生对这整个学科的反馈非常高，这对于首次实施这样的课程修改来说是极大的鼓舞。对学生互动和参与情况的进一步详细调查结果以及学生回答之间的相关性分析也非常支持该课程的有效性。有电子学习的新课程的考试成绩与上一年没有电子学习时的考试成绩之间没有显著差异。然而，学生电子学习作业的评估与他们的期末考试成绩之间存在显著相关性。对各种调查回答的相关性分析有助于解释结果，并强化了支持电子学习的论据，还为学生使用电子学习提出了未来改进方向。这种用于支持实验室面对面学习活动的电子学习模式可适用于其他学科，并可能有助于学生从实践课程经验中培养出更强的鉴赏力和更深入的学习方法。
