Department of Animal Science, North Carolina State University, Raleigh 27695, USA.
J Anim Sci. 2011 Jan;89(1):297-301. doi: 10.2527/jas.2010-3114. Epub 2010 Sep 10.
The objective of this study was to determine if laboratory modules of an undergraduate animal anatomy course offered in distance education (DistEd) format were as effective as face-to-face (F2F) format in helping students learn. Students (n = 159) completed an anatomy pretest as well as a presurvey to assess prior DistEd experience. Alternating each week, laboratory topics were presented either as F2F or as virtual DistEd laboratories. Two laboratory examinations were administered and included material from both laboratory formats (DistEd and F2F). Questions from the pretest were also included and used to generate the posttest scores. At the end of the semester, students completed a postsurvey to determine if DistEd was a viable alternative to F2F. Student grades on each examination were compared using an ANOVA model that included main effects of presentation method (DistEd, F2F), semester (fall, spring), and their interaction. Learning was evaluated based on the performances of students on pre- and posttests using unpaired t-tests. There was an increase (P < 0.0001) in anatomy post- vs. pretest scores for both semesters, indicative of student learning, although there was no effect of presentation method (F2F or DistEd). On exam 1, students achieved greater scores in fall 2008 (P < 0.0001) on material presented via DistEd compared with that presented as F2F. However, in spring 2009 students scored better on material presented as F2F. There was no effect of presentation method on exam 2 scores for either semester. Based on the postsurvey, 79.3% of students in fall 2008 and 52% of students from spring 2009 agreed that DistEd laboratories were a viable alternative to F2F laboratories. The results of this study support the conclusion that anatomy material can be taught effectively by distance education methods.
本研究的目的是确定远程教育（DistEd）模式下的本科动物解剖学课程的实验室模块是否与面对面（F2F）模式一样有效，帮助学生学习。学生（n = 159）完成了解剖学前测以及预调查，以评估先前的 DistEd 经验。每周交替，实验室主题以 F2F 或虚拟 DistEd 实验室的形式呈现。进行了两次实验室考试，并包括来自两种实验室格式（DistEd 和 F2F）的材料。前测的问题也包括在内，并用于生成后测分数。在学期末，学生完成了一项后调查，以确定 DistEd 是否是 F2F 的可行替代方案。使用包含呈现方法（DistEd、F2F）、学期（秋季、春季）及其相互作用的主效应的 ANOVA 模型比较每个考试的学生成绩。使用未配对的 t 检验根据学生在前测和后测中的表现评估学习。两个学期的解剖学后测与前测分数均有所增加（P <0.0001），表明学生学习，尽管呈现方法（F2F 或 DistEd）没有影响。在考试 1 中，2008 年秋季学生在通过 DistEd 呈现的材料上的得分高于通过 F2F 呈现的材料（P <0.0001）。然而，在 2009 年春季，学生在 F2F 呈现的材料上的得分更好。两个学期的考试 2 成绩均不受呈现方法的影响。根据后调查，2008 年秋季的 79.3%的学生和 2009 年春季的 52%的学生同意 DistEd 实验室是 F2F 实验室的可行替代方案。本研究的结果支持以下结论，即可以通过远程教育方法有效地教授解剖学材料。
