Department of Biomedical Sciences, Oakland University William Beaumont School of Medicine, Rochester, Michigan.
Department of Anatomy and Cell Biology, Schulich School of Medicine and Dentistry, The University of Western Ontario, London, Ontario, Canada.
Anat Sci Educ. 2018 Nov;11(6):592-604. doi: 10.1002/ase.1776. Epub 2018 Mar 1.
An online section of a face-to-face (F2F) undergraduate (bachelor's level) anatomy course with a prosection laboratory was offered in 2013-2014. Lectures for F2F students (353) were broadcast to online students (138) using Blackboard Collaborate (BBC) virtual classroom. Online laboratories were offered using BBC and three-dimensional (3D) anatomical computer models. This iteration of the course was modified from the previous year to improve online student-teacher and student-student interactions. Students were divided into laboratory groups that rotated through virtual breakout rooms, giving them the opportunity to interact with three instructors. The objectives were to assess student performance outcomes, perceptions of student-teacher and student-student interactions, methods of peer interaction, and helpfulness of the 3D computer models. Final grades were statistically identical between the online and F2F groups. There were strong, positive correlations between incoming grade average and final anatomy grade in both groups, suggesting prior academic performance, and not delivery format, predicts anatomy grades. Quantitative student perception surveys (273 F2F; 101 online) revealed that both groups agreed they were engaged by teachers, could interact socially with teachers and peers, and ask them questions in both the lecture and laboratory sessions, though agreement was significantly greater for the F2F students in most comparisons. The most common methods of peer communication were texting, Facebook, and meeting F2F. The perceived helpfulness of the 3D computer models improved from the previous year. While virtual breakout rooms can be used to adequately replace traditional prosection laboratories and improve interactions, they are not equivalent to F2F laboratories.
2013-2014 年，我们提供了一门面对面（F2F）本科（学士水平）解剖学课程的在线部分，其中包括尸体解剖实验室。F2F 学生（353 人）的讲座通过 Blackboard Collaborate（BBC）虚拟教室向在线学生（138 人）直播。在线实验室使用 BBC 和三维（3D）解剖计算机模型提供。本课程的这一迭代版本是在前一年的基础上进行修改的，以改善在线师生和学生之间的互动。学生被分成实验小组，轮流进入虚拟分组讨论室，有机会与三位教师互动。目标是评估学生的学习成果、师生和学生之间互动的看法、同伴互动的方法以及 3D 计算机模型的帮助程度。在线和 F2F 组的最终成绩在统计学上是相同的。在两个组中，入学平均成绩与最终解剖成绩之间存在强烈的正相关，这表明之前的学业表现，而不是教学模式，预测了解剖成绩。定量的学生感知调查（273 名 F2F；101 名在线）显示，两个组的学生都认为他们受到了教师的关注，能够在讲座和实验室会议中与教师和同学进行社交互动，并向他们提问，尽管 F2F 学生在大多数比较中表现出更高的认同度。最常见的同伴交流方法是发短信、使用 Facebook 和面对面交流。学生对 3D 计算机模型的感知有用性比上一年有所提高。虽然虚拟分组讨论室可以充分替代传统的尸体解剖实验室并改善互动，但它们与 F2F 实验室并不等同。
