The Effect of Content Delivery Style on Student Performance in Anatomy

Abstract

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists.

Exploring Anatomy Coursework and Perceptions of Occupational Therapy Students: A Survey Study

“…This course would serve as a "refresher" course for students to help prepare all students by providing the same information prior to or at the start of their occupational therapy program. An online pedagogical method and environment can be flexible, easily accessible, cost and time effective, allows students to go at their own pace, and allows students to return to the course content as many times as needed (Barillas, 2019;Karp & Gallagher, 2019;Losco et al, 2017;McAlister, 2014;Singh & Min, 2017;White et al, 2018;Yammine & Violato, 2014). Thus, an online course may be a viable solution to implementing a standalone anatomy course into occupational therapy curricula.…”

Kan omvendt undervisning gi bedre læringsutbytte i legemiddelregning, sammenlignet med tradisjonell undervisning? En kvasieksperimentell kontrollert studie

“…Videoleksjoner har blitt funnet like effektive som forberedelser til medisinsk eksamen som forelesning (Brockfeld, Muller, & de Laffolie, 2018), men resultatene fra studien baserte seg på frivillig deltagelse slik at utvalgsbias ikke kan utelukkes. Tilsvarende resultater har også blitt funnet i en annen studie som sammenlignet videoleksjoner og forelesning i anatomi undervisning (White, McGowan, & McDonald, 2019), der studentene som så videoleksjonene gjentatte ganger fikk høyere karakter sammenlignet med de som ikke gjorde det.…”

Use of Learning Management System Data to Predict Student Success in a Pharmacy Capstone Course

“…8 Responding to this need, a small body of work has examined use of learning management system (LMS) data to measure the association of online engagement with student success or identify warning signs of disengagement that may signal a need for instructor intervention. [10][11][12][13][14] Few of these studies have been conducted in 100% online-delivered courses, where LMS data provide a relatively complete measure of student activity. 10,13 These studies have employed various measures of engagement (eg,, total time online; number of discussion posts, mouse clicks, screen, or video views; or chosen activities, such as text-reading versus video-watching), and diverse statistical methods (eg,, correlation analysis, decision-tree modeling, regression analysis, and descriptive statistics).…”

“…10,13 These studies have employed various measures of engagement (eg,, total time online; number of discussion posts, mouse clicks, screen, or video views; or chosen activities, such as text-reading versus video-watching), and diverse statistical methods (eg,, correlation analysis, decision-tree modeling, regression analysis, and descriptive statistics). [10][11][12][13][14] An important gap in this literature is lack of measurement of change in student engagement over time. Except for one study that assessed test-test reliability of mouse click counts, most studies assessed the effects of totals, such as total screen views, summed over the entire course.…”