Essential E-Learning and M-Learning Methods for Teaching Anatomy

Abstract

Over the past two decades, computer-enhanced learning has evolved rapidly, along with the development and explosive growth of the Internet-based World Wide Web and its associated hyperlinked multimedia methodologies. Early work on "electronic learning" ("e-learning" [ 1 ]) focused primarily on establishing effective methods for using educational multimedia on personal computers (PCs) and via the Web. More recent refi nements in basic e-learning concepts have included mobile ("m-learning" [ 2 ]) and ubiquitous learning ("u-learning" [ 3 ]).M-learning and u-learning methods acknowledge that current-generation students (especially in health sciences) are generally very mobile and relatively experienced in using the Web and self-adopting personal technology, such as smartphones and tablet computers. The u-learning concept in particular recognizes that with ubiquitous computing technologies, students can acquire knowledge virtually anywhere with appropriately designed online educational resources and mobile applications. This chapter will most frequently refer simply to e-learning when discussing computer-based methods for supporting anatomy teaching, with the understanding that appropriately designed learning resources should ideally be equally usable on PCs and mobile devices, in-classroom and without.With continuing curricular evolution, innovation, research, and development with new e-learning resources may be the key to successful implementation of new curricula and classes. For the new anatomist, understanding and mastering e-learning methods and tools can provide the basis for career-long innovation in education, as well as a historical share in the progressive application of useful new technology. And although this discussion will refer to anatomy most frequently in the context of medical gross anatomy, it should be understood that these methods and strategies apply equally well to teaching histology, histopathology, neuroanatomy, and embryology at multiple educational levels. Types of Curricula, Methods, and E-Learning ResourcesWhether a new anatomist is entering a longestablished school with mature instructional resources management or a newer program still building online learning capabilities, it is crucial to understand the context of anatomical e-learning development relative to changing health sciences curricula. Although in absolute terms, e-learning is not that old globally, having appeared and evolved rapidly during the careers of senior anatomists, it will continue to evolve locally with changing curricula and availability of new technologies. In prognostic terms, it is easier to see how things can change, when you understand where and what they came from .

Challenges During the Pandemic: Use of E-Learning in Mathematics Learning in Higher Education

“…The findings show two important points of interest. First, this research shows that the obstacles to implementing e-learning in tertiary institutions include: lecturers have mastered the basic skills to support e-learning learning (Al-Rahmi et al, 2015;Ash et al, 2003;Davies et al, 2017;Govindasamy, 2001;Pundak et al, 2010;Trelease, 2015), but precisely the obstacles to the mathematical content (Sözgün et al, 2018;Vrugt & Oort, 2008). The lecturers find it difficult when they have to teach online on mathematics (Adnan & Boz, 2015;Kurt, 2017;Lin et al, 2017).…”

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

“…Together, all these factor suggests that overall effectiveness of specific m‐learning methods will be a complex function of individual student multitasking capabilities and technology usage behavioral parameters, specific learning task contexts, and learning resource design features. For the foreseeable future, mobile devices might best be institutionally supported as self‐selected alternative devices for preclinical online learning content (e.g., documents, Web pages, and videos; Trelease, ), and as resources for on‐service situated learning in clerkships and residencies (Trelease, ).…”

“…Although current post‐constructivist curricula tend to devalue lectures as inefficient “transmissive learning,” many schools favor recording PowerPoint lectures, often with pointer movements and audience interactions, for later use by students (Bacro et al, ). This practice may also be used to facilitate later use and repurposing of prior lecture time in curricular “inversion” or class “flipping” or “blending” (Nieder and Borges, ; Trelease, ).…”

Stereopsis, Visuospatial Ability, and Virtual Reality in Anatomy Learning

“…In addition to this, VR allows the development of interaction modalities for which no real-world analog exists. For the study of human anatomy, this promises extraordinary versatility and flexibility in the presentation and exploration of anatomical objects, at a fraction of the cost of maintaining dissection facilities [2–4]. However, full VR is technologically challenging and has not yet been implemented.…”