Department of Pharmacy and Applied Sciences, College of Science, Health and Engineering, La Trobe University, Bendigo, Victoria, Australia.
Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering, La Trobe University, Bundoora, Victoria, Australia.
Anat Sci Educ. 2016 Oct;9(5):422-30. doi: 10.1002/ase.1602. Epub 2016 Mar 1.
Blended learning has become increasingly common, in a variety of disciplines, to take advantage of new technology and potentially increase the efficiency and flexibility of delivery. This study aimed to describe blended delivery of a gross anatomy course and to evaluate the effectiveness of the delivery in terms of student outcomes. A gross anatomy course for second-year physiotherapy students across two campuses was delivered in traditional face-to-face teaching mode in 2013 (n = 150 students), some online content was introduced in 2014 (n = 160) and the subject was fully blended in 2015 (n = 151). The final 'blend' consisted of one lecture per week with most content delivered using online video resources (prepared by staff using a structured peer-reviewed process) and retention of face-to-face practical classes. Outcomes evaluated included student grades, student engagement with content through online discussion forums and student feedback using both quantitative and qualitative analysis. Grades were higher in 2014 and 2015 than in 2013 (P < 0.01). There were no differences in student engagement with online discussion forums. Student feedback identified some negative comments and lower levels of intellectual stimulation (P < 0.05) with the initial introduction of online content in 2014. The fully blended version in 2015 resulted in more balanced comments about online content but higher perceived workload (P < 0.05). All cohorts listed practical classes as a major factor contributing to learning. Blended learning appears to be well-suited to gross anatomy teaching on the proviso that face-to-face practical classes are maintained, but may result in higher perceived workloads. Anat Sci Educ 9: 422-430. © 2016 American Association of Anatomists.
混合式学习在各个学科中变得越来越普遍，利用新技术并有可能提高教学效率和灵活性。本研究旨在描述一门人体解剖学课程的混合式教学，并从学生学习成果的角度评估这种教学方法的有效性。2013 年，在两个校区为二年级物理治疗学生开设了一门人体解剖学课程，采用传统的面对面教学模式（n=150 名学生）；2014 年引入了一些在线内容（n=160 名学生）；2015 年，该课程完全采用混合式教学模式（n=151 名学生）。最终的“混合”模式包括每周一次的讲座，大部分内容通过在线视频资源（由工作人员使用结构化的同行评议过程制作）进行传授，并保留面对面的实践课程。评估的结果包括学生的成绩、学生对在线讨论论坛内容的参与度以及学生使用定量和定性分析的反馈。2014 年和 2015 年的成绩均高于 2013 年（P<0.01）。学生对在线讨论论坛的参与度没有差异。学生反馈显示，2014 年在线内容最初引入时存在一些负面评价和较低的智力刺激水平（P<0.05）。2015 年的完全混合式版本导致对在线内容的评价更加平衡，但感知工作量更高（P<0.05）。所有班级都将实践课程列为学习的主要因素。混合式学习似乎非常适合人体解剖学教学，前提是保留面对面的实践课程，但可能会导致更高的感知工作量。解剖学教育 9:422-430。©2016 美国解剖学家协会。
