Results of a study designed to determine the effectiveness of implementing three-dimensional (3D) stereo images of a human skull in an undergraduate human anatomy online laboratory were gathered and analysed. Mental model theory and its applications to 3D relationships are discussed along with the research results. Quantitative results on 62 pairs were analysed using a doubly-multivariate analysis of variance repeated measures design. Results revealed statistically significant differences in group means for the main effect of treatment groups 2D and 3D and for the variables of Identification and Relationship with the 3D group outperforming the 2D group on both dependent variables.
IntroductionThere is a large demand for undergraduate students in allied health professions to be trained in human anatomy. Students enrolled in these programmes must take at least one course in human anatomy, as well as an anatomy laboratory as part of their required curriculum. The difficulty is that anatomy is three-dimensional (3D) in nature. In order to understand anatomical structures, the laboratory portion of the study of anatomy is typically achieved by a hands-on dissection. However, more and more courses are being offered online. Studying the laboratory portion of anatomy from a two-dimensional (2D) representation, such as from a text or a standard PowerPoint presentation, may not adequately permit students to learn the many spatial relationships that exist within human anatomy. Students must be able to visualise this 3D organisation in their minds to fully understand the workings of and relationships that exist within the human body (Shaffer, 2004). This has been the historical goal of the human dissection laboratory.
The digital knowledge age has changed our world in inexplicable ways, and education is not immune to these changes. In a time when online technologies, networked learning spaces, mobile devices, cloud computing, and many other innovative tools have resulted in a paradigm shift, we need to revisit what is known about the current state of the art in higher education and e-learning. This special issue aims to reflect the changes in global higher education with a special focus on e-learning.
THIS ARTICLE provides an overview of the successful laptop implementation in the College of Education at the University of South Florida (USF). The pilot initiative began with one cohort of preservice teachers in 2003; since then, the program has expanded throughout the college. Through a chronological outline of the issues, formative evaluations, modifications, and expansion of the project as it progressed through the years, this article shares lessons learned related to the process and outcomes. For example, initial implementation decisions included issues such as whether participation should be voluntary or mandatory, which computer platforms would be supported, and how training and support would be provided. As the project expanded, questions related to ongoing maintenance, financial aid, and other issues were addressed.
The delivery of post-secondary coursework via the Internet continues to gain momentum. As a result, investigations into effective and appropriate methods of evaluating the effectiveness of these courses are required. In an effort to meet this challenge, this study describes the development and implementation of an evaluation system applied to new online programs at a major research university. A systematic approach to evaluation provided formative feedback on the processes and products of course development using diverse data sources including course documents, interviews and web-based surveys. Results of both quantitative and qualitative analyses support the integrity of the evaluation system and provide preliminary indications of course effectiveness based on student satisfaction.
Because universities are moving more of their courses online in an effort to increase their education footprint and institutional impact by distributing to foreign students, many in online learning courses are becoming more diverse. As course designers, this impact should be taken into consideration when analyzing the student audience and designing any course. This article discusses recent trends in the global online audience, reminds us of assumptions made during the design process that may impact the multicultural audience, and provides suggestions for working around those assumptions.
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