Bradley Libby J, Meyer Kimberly E, Robertson Taylor C, Kerr Marcel Satsky, Maddux Scott D, Heck Amber J, Reeves Rustin E, Handler Emma K
Department of Physiology and Anatomy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA.
Department of Physician Assistant Studies and Executive Director of Division of Academic Innovation, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Fort Worth, Texas, USA.
Anat Sci Educ. 2023 Sep-Oct;16(5):907-925. doi: 10.1002/ase.2276. Epub 2023 Apr 11.
Online learning has become an essential part of mainstream higher education. With increasing enrollments in online anatomy courses, a better understanding of effective teaching techniques for the online learning environment is critical. Active learning has previously shown many benefits in face-to-face anatomy courses, including increases in student satisfaction. Currently, no research has measured student satisfaction with active learning techniques implemented in an online graduate anatomy course. This study compares student satisfaction across four different active learning techniques (jigsaw, team-learning module, concept mapping, and question constructing), with consideration of demographics and previous enrollment in anatomy and/or online courses. Survey questions consisted of Likert-style, multiple-choice, ranking, and open-ended questions that asked students to indicate their level of satisfaction with the active learning techniques. One hundred seventy Medical Science master's students completed the online anatomy course and all seven surveys. Results showed that students were significantly more satisfied with question constructing and jigsaw than with concept mapping and team-learning module. Additionally, historically excluded groups (underrepresented racial minorities) were generally more satisfied with active learning than non-minority groups. Age, gender, and previous experience with anatomy did not influence the level of satisfaction. However, students with a higher-grade point average (GPA), those with only a bachelor's degree, and those with no previous online course experience were more satisfied with active learning than students who had a lower GPA, those holding a graduate/professional degree, and those with previous online course experience. Cumulatively, these findings support the beneficial use of active learning in online anatomy courses.
在线学习已成为主流高等教育的重要组成部分。随着在线解剖学课程注册人数的增加，更好地理解在线学习环境下的有效教学技巧至关重要。主动学习此前已在面对面解剖学课程中展现出诸多益处，包括提高学生满意度。目前，尚无研究衡量学生对在线研究生解剖学课程中实施的主动学习技巧的满意度。本研究比较了四种不同主动学习技巧（拼图法、团队学习模块、概念图绘制和问题构建）下的学生满意度，并考虑了人口统计学因素以及之前是否修读过解剖学和/或在线课程。调查问卷包含李克特量表式、多项选择、排序和开放式问题，要求学生表明他们对主动学习技巧的满意程度。170名医学硕士研究生完成了在线解剖学课程及所有七项调查。结果显示，学生对问题构建和拼图法的满意度显著高于概念图绘制和团队学习模块。此外，历史上被排斥的群体（代表性不足的少数族裔）总体上比非少数群体对主动学习更满意。年龄、性别和之前的解剖学学习经历并未影响满意度水平。然而，平均绩点（GPA）较高的学生、只有本科学位的学生以及之前没有在线课程学习经历的学生比GPA较低的学生、拥有研究生/专业学位的学生以及有在线课程学习经历的学生对主动学习更满意。总体而言，这些发现支持在在线解剖学课程中有益地使用主动学习。
