Designing blended learning interventions for the 21st century student

Objective: to investigate the influence of the application of new methodologies on learning and the motivation of students of the Anatomy discipline. Method: randomized, longitudinal, prospective, intervention study. Sixty-two students were recruited to assess the impact of different methodologies. The sample was randomized to compare the results of teaching with a 3D atlas, ultrasound and the traditional method. The parameters were assessed through a satisfaction evaluation questionnaire and anatomical charts. Repeated measures ANOVA was used to determine statistical significance. Results: in terms of the usefulness of the seminars, 98.1% of the students considered them to be very positive or positive, stating that they had stimulated their interest in anatomy. The students who learned with the 3D atlas improved their understanding of anatomy (p=0.040). In general, the students improved their grades by around 20%. Conclusion: the traditional method combined with new technologies increases the interest of students in human anatomy and enables them to acquire skills and competencies during the learning process.

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“…Students feel overwhelmed by the large volume of information they receive throughout the course (10)(11) .…”

Section: Discussionmentioning

confidence: 99%

Learning musculoskeletal anatomy through new technologies: a randomized clinical trial

Rodríguez‐López

Calvo-Moreno

Fernández-Pola

et al. 2020

Rev. Latino-Am. Enfermagem

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“…Research also indicates that the instruction of anatomy and physiology can be improved by the incorporation of digital technologies (Eagleton 2017, Shoepe et al 2014. The potential exists to further develop this in-house gross anatomy atlas into an online tool, with more interactive learning activities.…”

Section: Discussionmentioning

confidence: 99%

“…Research into the best approach for delivering bioscience content in nursing programs is ongoing. It has been suggested that a mixed-mode approach to instruction, where a combination of digital technologies, face-to-face teaching, and hands-on activities are used to enhance learning, is often a good strategy (Eagleton 2017, Heffernan 2012, Salvage-Jones et al 2016.…”

Section: Introductionmentioning

confidence: 99%

Visual? We’ve Got You Covered: An In-House Anatomy Atlas Improves Students Learning

Hutchinson¹,

Thangarajah²,

Hough³

et al. 2017

HAPS ED

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Fortifying anatomy course materials with visual aids is undoubtedly beneficial to the learning process. The aim of this project was to develop an in-house gross anatomy atlas and investigate its role in improving student performance in the gross anatomy component of a first-year anatomy and physiology course for BScN students at St. Lawrence College. The atlas was developed using local anatomy specimens such as preserved cadavers and models. Images of captured specimens were edited, labelled, and converted into a printable format. The atlas was made available to the students. The efficacy of this atlas was analyzed by comparing test scores of the class of 2015 (atlas not available) to the class of 2016 (atlas provided). The class of 2016 significantly outperformed that of 2015 on gross anatomy-focused quizzes (p<0.05). We found that addition of an in-house gross anatomy atlas improved student performance in the laboratory and enhanced overall anatomy learning.

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“…Garrison & Vaughan (2012) dokázali, že tento prístup posilňuje a rozširuje účinnosť a efektívnosť učenia sa a vyučovania na vysokých školách akéhokoľvek typu. Mnohé univerzity preto používajú e-learningové a blended learningové systémy ako súčasť vzdelávacích programov (Lyamin, Cherepovskaya & Chezhin, 2017;Eagleton, 2017). Aj pre slovenské školstvo je to forma vzdelávania, ktorá ponúka predovšetkým mnoho výhod, potvrdzované aj vedeckými štúdiami porovnávajúcimi obe čisté formy e-learningovej a klasickej prezenčnej formy vzdelávania na akademickej, ale aj na komerčnej pôde, ide napr.…”

Section: Prehľad Literatúry a Súčasný Stavunclassified

Analysis of the Survey Results About University Students' Perception of Benefits of Supporting E-Learning Education

Stričík¹,

Čonková²

2017

AIP

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AbstraktPríspevok sa zaoberá analýzou odpovedí z dotazníkového prieskumu o e-learningovom systéme využívanom na Podnikovohospodárskej fakulte Ekonomickej univerzity v Bratislave so sídlom v Košiciach, využívanom na fakulte v Košiciach a pracovisku v Michalovciach. Výsledky prieskumu poukazujú na skutočnosť, že respondenti oceňujú pri využívaní elearningovej formy vzdelávania oproti jeho klasickej forme dostupnosť študijných materiálov na internete (78 % respondentov) a možnosť štúdia v ľubovoľnom čase (64 % respondentov). Časť prieskumu bola zameraná na analýzu oblastí, v ktorých študenti zaznamenali na základe práce s e-learningovým systémom zlepšenie svojich zručností a vedomostí. Zlepšenie pociťovali respondenti predovšetkým v odbornej oblasti v rámci jednotlivých predmetov, komunikačnej oblasti a oblasti informatiky. V rámci sledovaného elearningového vzdelávania videli respondenti predovšetkým priestor na zlepšenie v súvislosti s rozšírením obsahu e-learningového portálu, napríklad o zverejňovanie prednášok, väčšieho množstva a skladby študijných materiálov, pričom požadovali zaradenie ďalších predmetov do systému. Správne využívanie e-learningového vzdelávania pomôže vzdelávacím inštitúciám efektívnejšie a účinnejšie zvyšovať kvalitu a konkurencieschopnosť poskytovania vzdelania, a tým zvyšovať vzdelanostnú úroveň, spokojnosť študentov a plniť záväzky voči spoločnosti.Kľúčové slová: E-learning, blended learning, kvalita vo vzdelávaní, samovzdelávanie, dotazník. AbstractThe paper deals with the analysis of the answers to the results of the questionnaire survey on the e-learning system used at the Faculty of Business Economics of the University of Economics in Bratislava with seat in Košice, used at the Faculty in Košice and the workplace in Michalovce. The results of the survey point to the fact that respondents appreciate the use of e-learning form of education compared to its classical form (78 % of respondents) and the possibility of studying at any time (64 % of respondents). Part of the survey was focused on the analysis of the areas in which students have learned to improve their skills and knowledge on the basis of working with the e-learning system. Improvements were felt by

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Designing blended learning interventions for the 21st century student

Cited by 36 publications

References 19 publications

Learning musculoskeletal anatomy through new technologies: a randomized clinical trial

Learning musculoskeletal anatomy through new technologies: a randomized clinical trial

Visual? We’ve Got You Covered: An In-House Anatomy Atlas Improves Students Learning

Analysis of the Survey Results About University Students' Perception of Benefits of Supporting E-Learning Education

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