Stavrianeas Stasinos, Stewart Mark, Harmer Peter
Department of Exercise Science, Willamette University, Salem, Oregon 97301, USA.
Adv Physiol Educ. 2008 Mar;32(1):76-80. doi: 10.1152/advan.00031.2007.
Pedagogical innovations, ideas, and outcomes designed to enhance student learning in physiology courses are encouraged by our professional organizations and are actively discussed at conferences and in Advance in Physiological Education. Here, we report our experiment with freely available internet-based material as a substitute for the textbook for a single chapter on muscle physiology in a sophomore-level Human Physiology course. Student reactions to the textbookless curriculum were registered with the use of a questionnaire. Their responses indicated that they enjoyed the online material (animations, images, reviews, etc.), the emphasis on important concepts, and the variety of resources. Furthermore, students were almost unanimous in their praise for such pedagogical approaches to science education. Yet, students were reluctant to part with their textbooks. We believe that with subsequent iterations of this course we will be more successful at further separating the learning experience from the textbook. Reliance on freely available material may eventually relieve students from the burden of purchasing a costly textbook.
我们的专业组织鼓励旨在提高生理学课程学生学习效果的教学创新、理念和成果，并且在会议以及《生理学教育进展》中对此进行了积极讨论。在此，我们报告了一项实验，在一门大二水平的人体生理学课程中，用免费的网络材料替代关于肌肉生理学的单章教科书。通过问卷调查记录了学生对无教科书课程的反应。他们的回答表明，他们喜欢在线材料（动画、图像、复习资料等）、对重要概念的强调以及资源的多样性。此外，学生们几乎一致赞扬这种科学教育的教学方法。然而，学生们不愿舍弃他们的教科书。我们相信，随着本课程后续的迭代，我们将更成功地进一步将学习体验与教科书分离。依靠免费可得的材料最终可能会减轻学生购买昂贵教科书的负担。
