Mixed methods student evaluation of an online systemic human anatomy course with laboratory
Mixed methods student evaluation of an online systemic human anatomy course with laboratory
复制标题
DOI：
10.1002/ase.1584
复制
发表时间：
2016-05-01
影响因子：
7.3
通讯作者：
Rogers, Kem A.
中科院分区：
文献类型：
--
作者：
Attardi, Stefanie M.;Choi, Suwhan;Rogers, Kem A.
2012-2013年首次提供了现有面对面（F2F）系统人体解剖学课程的完整在线部分。F2F学生（365名）的讲座通过虚拟课堂软件以直播和存档两种形式播出给在线学生（40名）。实验由一名助教在虚拟教室环境中操作3D计算机模型进行在线授课。采用探索性顺序混合方法来确定驱动学生对给定格式偏好的最重要决定因素，然后生成关于在线格式的优势和劣势的理论。学生（20名在线学生；310名F2F学生）自愿参加为期一周的交叉课程，让他们接触他们最初没有注册的课程部分。开放式访谈（20个在线访谈；20个F2F）和定量调查（270个F2F）在交叉之后进行。学生们重视从存档材料和在线评估中学习的速度控制、时间表和地点灵活性。在在线实验室中，他们很难使用3D模型，更喜欢独特的尸体标本实践经验。F2F环境有利于课堂和实验室的学习，因为学生在老师的指导下更投入，更少被周围的环境分散注意力。这些结果表明，需要通过提高学生与教师沟通的质量来改善在线体验，进而提高学生与3D模型之间的内容互动。动物科学教育，9:272-285。(c) 2015年美国解剖学家协会。
A fully online section of an existing face-to-face (F2F) systemic human anatomy course with a prosection laboratory was offered for the first time in 2012-2013. Lectures for F2F students (N=365) were broadcast in both live and archived format to online students (N=40) using virtual classroom software. Laboratories were delivered online by a teaching assistant who manipulated 3D computer models in the virtual classroom environment. An exploratory sequential mixed methods approach was undertaken to determine the most important deciding factors that drive students' preferences for a given format and then to generate theory on the strengths and weaknesses of the online format. Students (20 online; 310 F2F) volunteered to participate in a crossover period of one week to expose them to the course section in which they were not originally registered. Open ended interviews (20 online; 20 F2F) and quantitative surveys (270 F2F) were conducted following a crossover. Students valued pace control, schedule, and location flexibility of learning from archived materials and being assessed online. In the online laboratory they had difficulty using the 3D models and preferred the unique and hands-on experiences of cadaveric specimens. The F2F environment was conducive to learning in both lecture and laboratory because students felt more engaged by instructors in person and were less distracted by their surroundings. These results suggest the need to improve the online experience by increasing the quality of student-instructor communication and in turn student-content interaction with the 3D models. Anat Sci Educ 9: 272-285. (c) 2015 American Association of Anatomists.