Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia.
Anat Sci Educ. 2019 Jan;12(1):43-51. doi: 10.1002/ase.1787. Epub 2018 Apr 12.
The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists.
新技术的发展和随之而来的教学研究促使许多高等院校整合并采用在线学习策略。本研究的作者将在线学习策略融入到第二年解剖学课程的现有教育实践中，结果是课程内容的一半通过面对面讲座进行传授，另一半通过定制的视频片段在线传授，并附有配套的工作表和活动。通过针对面对面或在线呈现的内容定制问题，分析了内容传递模式对学生学习的影响。在整个学期进行了四次实践测试，每次测试包括四个问题。在每个测试中，两个问题基于面对面传授的内容，两个问题基于在线传授的内容。考试选择题也同样进行了划分和评估。研究结果表明，无论内容传递模式如何，学生的学习效果都是一致的。然而，学生的观看习惯对学习有重大影响，多次观看视频的学生比较少参与在线内容的学生得分更高。学生的评论也表明，内容传递模式对学习没有影响。因此，学生的参与度，而不是内容传递模式，是决定学生在人体解剖学学习和表现的因素。解剖科学教育。©2018 美国解剖学家协会。
