Departments of Pharmacy and Applied Science, School of Molecular 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. 2018 Sep;11(5):471-477. doi: 10.1002/ase.1761. Epub 2017 Dec 13.
Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471-477. © 2017 American Association of Anatomists.
混合式学习在高等教育中越来越普遍。最近的研究结果表明，混合式学习在大体解剖课程中比传统的面对面教学能取得更好的学生学习成果。虽然面对面的教学内容被认为对学习很重要，但在线内容对提高学生学习成果的重要性的证据却较少。来自两个校区的理疗（PT）、运动生理学（EP）和运动科学（ES）专业的二年级解剖课程的学生被纳入研究（n=500）。采用结构方程模型来评估学生先前的学习能力（以前解剖课程的成绩代表）与最终课程成绩之间的关系，以及这种关系是否受到专业、校区或与学习管理系统（LMS）在线元素的参与程度（观看的文档和视频片段的比例以及与论坛的交互次数）的影响。PT 学生的成绩较高，且比 EP 和 ES 学生更有可能参与在线课程材料。先决课程成绩直接影响课程最终成绩（P<0.001），但也受到与 LMS 视频和讨论论坛的参与度的影响（P<0.001）。学生在混合式解剖课程中的学习成果可以通过对在线内容的参与程度来预测。解剖科学教育 11:471-477。©2017 美国解剖学家协会。
