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1.
Anatomy education is at the forefront of integrating innovative technologies into its curricula. However, despite this rise in technology numerous authors have commented on the shortfall in efficacy studies to assess the impact such technology‐enhanced learning (TEL) resources have on learning. To assess the range of evaluation approaches to TEL across anatomy education, a systematic review was conducted using MEDLINE, the Educational Resources Information Centre (ERIC), Scopus, and Google Scholar, with a total of 3,345 articles retrieved. Following the PRISMA method for reporting items, 153 articles were identified and reviewed against a published framework—the technology‐enhanced learning evaluation model (TELEM). The model allowed published reports to be categorized according to evaluations at the level of (1) learner satisfaction, (2) learning gain, (3) learner impact, and (4) institutional impact. The results of this systematic review reveal that most evaluation studies into TEL within anatomy curricula were based on learner satisfaction, followed by module or course learning outcomes. Randomized controlled studies assessing learning gain with a specific TEL resource were in a minority, with no studies reporting a comprehensive assessment on the overall impact of introducing a specific TEL resource (e.g., return on investment). This systematic review has provided clear evidence that anatomy education is engaged in evaluating the impact of TEL resources on student education, although it remains at a level that fails to provide comprehensive causative evidence. Anat Sci Educ 11: 303–319. © 2017 American Association of Anatomists.  相似文献   

2.
The aim of this study is to examine the effectiveness of collaborative learning with hints and peer tutoring with hints, and individual learning with hints in chemistry laboratory education in a secondary school. A total of 96 eleventh graders participated in this study. The study has a randomized pre‐test and post‐test design with a delayed post‐test. During the four‐week intervention, students were required to carry out eight lab tasks in total. The students filled in a 17‐item self‐assessment of learning gain questionnaire on the last day. Analyses of students’ learning achievements showed that students in both the collaborative learning and peer tutoring situations outperformed those learning individually with hints. The delayed post‐test, which was administered three months later, revealed that students who had been in the peer tutoring situation outscored those in the collaborative learning situation. Student self‐assessment questionnaires on learning gain provided further details in this regard.  相似文献   

3.
Anatomy curricula are becoming increasingly populated with blended learning resources, which utilize the increasing availability of educational technology. The educational literature postulates that the use of technology can support students in achieving greater learning outcomes by increasing engagement. This study attempts to investigate the dimensions of student engagement with technology-enhanced learning (TEL) resources as part of a medical program’s anatomy curriculum using exploratory factor analysis. A 25-item five-point Likert-based survey was administered to 192 first-year medical students, with three emergent factors discerned: satisfaction, goal setting and planning, and physical interaction. The three factors closely aligned with the existing literature and therefore additional nonparametric analysis was conducted that explored the levels of engagement across three custom-made anatomy TEL resources, including: (1) anatomy drawing screencasts; (2) an eBook; and (3) a massive open online course (MOOC). Usage data indicated that the most popular resource to be accessed across the cohort was the anatomy drawing screencasts via YouTube, with the MOOC being used least. Moreover, some evidence suggests that those students who utilized the MOOC were more engaged. Generally, however, no correlations were observed between the levels of engagement and TEL resource usage or assessment outcomes. The results from this study provide a clear insight into how students engage with TEL resources, but do not reveal any relationship between levels of engagement, usage, and assessment outcomes.  相似文献   

4.
Augmented, mixed, and virtual reality applications and content have surged into the higher education arena, thereby allowing institutions to engage in research and development projects to better understand their efficacy within curricula. However, despite the increasing interest, there remains a lack of robust empirical evidence to justify the mainstream acceptance of this approach as an effective and efficient learning tool. In this study, the impact of a mixed reality application focused on long spinal cord sensory and motor pathways is explored in comparison to an existing resource already embedded within an active curriculum (e.g., anatomy drawing screencasts). To assess the changes in learner gain, a quasi-randomized control trial with a pre- and post-test methodology was used on a cohort of Year 2 medical students, with both the absolute and normalized gain calculated. Similar patterns of learner gain were observed between the two groups; only the multiple-choice questionnaires were shown to be answered significantly higher with the screencast group. This study adds important empirical data to the emerging field of immersive technologies and the specific impact on short-term knowledge gain for neuroanatomy teaching, specifically that of long sensory and motor pathways. Despite the limitations of the study, it provides important additional data to the field and intends to support colleagues across the education landscape in making evidence-informed decisions about the value of including such resources into their curricula.  相似文献   

5.
This article reviews the investment that UK higher education institutions have made in technology-enhanced learning (TEL) services in recent years, and considers the impact this has had on academic practice. Drawing on UCISA survey and case study research, our analysis shows that whilst the range of centrally supported TEL tools and services in support of teaching and learning has increased across the sector, evidence of transformational change in pedagogic practice through their use has been harder to discern. We observe an increasing number of TEL systems that instructors are being encouraged to engage with as part of their academic practice; however, there have been limited changes in the mode of course delivery, with content-focused and supplementary uses of the web still very much in vogue. The evidence suggests a gap between the institutional rhetoric on TEL developments and the reality of academic practice across the sector. Using Barnett’s “conditions of flexibility” as a frame of reference [Barnett, R. (2014). Conditions of flexibility: Securing a more responsive higher education system. York: The Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/system/files/conditions_of_flexibility_securing_a_more_responsive_higher_education_system.pdf], the article discusses the factors behind this mismatch, exploring how a balanced institutional focus on service development and academic support may be needed to foster transformative and sustainable changes in the way that TEL tools are employed in course design and delivery.  相似文献   

6.
Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self‐study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three‐dimensional constructs to help students understand complex anatomical regions. Resources are self‐contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self‐study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre‐ and post‐examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module‐related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. Anat Sci Educ 7: 406–416. © 2014 American Association of Anatomists.  相似文献   

7.
This article reviews key findings from six surveys of technology-enhanced learning (TEL) across the UK higher education (HE) sector, conducted by Universities and Colleges Information Systems Association in association with Jisc. Updating the findings presented by Jenkins, Browne, Walker, and Hewitt [2010. The development of technology enhanced learning: Findings from a 2008 survey of UK higher education institutions, Interactive Learning Environments. First published on: 22 January 2010 (iFirst)], the article reports on the emerging and planned patterns of TEL across the UK HE sector over the last decade. Our analysis shows that against the backdrop of Higher Education Funding Council for England capital funding, institutions have made considerable investments in technology and infrastructure to support learning and teaching – specifically in the domain of learning management and assessment systems. While the drivers for TEL development have consistently focused on enhancing teaching and learning over the years, the subject of this investment has been directed to the implementation of enterprise-wide systems to manage and control learning processes, delivering efficiencies of scale and standardised learning experiences through centrally managed solutions, rather than support for student-controlled tools. In contrast, the diffusion of technologies supporting collaborative learning and knowledge sharing has been more a feature of local TEL provision, as evidenced through the informal learning practice of students and departmental projects. The evolution of course delivery models and pedagogic developments supported through the use of technology have been noticeably much slower to realise; growth in “web-dependent” rather than “supplementary” course design models has been quite limited across the sector and we have observed negligible growth in distance learning provision over this period. The evidence suggests that challenges remain in developing course delivery models which focus on active student learning, maximising the opportunities that web and mobile technologies now offer for interactive student-centred learning design. We speculate that the recent upsurge of interest in Massive Open Online Courses may act as a catalyst in this respect, in driving campus-based courses to embrace new learning models supported by TEL tools.  相似文献   

8.
混合式学习视角下的学习资源应该是传统学习资源与电子学习资源的有效结合。因此,恰当设计学习资源,使这两种学习资源有效结合,才能提高学习者的学习质量。通过分析传统学习资源与电子学习资源各自的特点,提出混合式学习视角下的学习资源设计策略。  相似文献   

9.
The purpose of this research was to look for possible benefits and drawbacks of the use of computer‐supported simulation in the teaching and learning of experimental research methodology and statistics. In the study three research methodology groups were compared. The results show that there were significant differences in favour of the computer‐supported simulation group, called the ALEL group. During the course the conversations of two students' in the ALEL group were audiotaped. Although the ALEL students performed better than the other students and showed an improvement during the course, the conversations analysed showed that their learning outcomes should be still better in order to meet the learning goals of the methodology and statistics curriculum. An inadequate knowledge base was shown in the post‐test and also in the discussions of the pair during the course.  相似文献   

10.
Hands‐on educational experiences can stimulate student interest, increase knowledge retention, and enhance development of clinical skills. The Lachman test, used to assess the integrity of the anterior cruciate ligament (ACL), is commonly performed by health care professionals and is relatively easy to teach to first‐year health profession students. This study integrated teaching the Lachman test into a first‐year anatomy laboratory and examined if students receiving the training would be more confident, competent, and if the training would enhance anatomical learning. First‐year medical, physician assistant and physical therapy students were randomly assigned into either the intervention (Group A) or control group (Group B). Both groups received the course lecture on knee anatomy and training on how to perform the Lachman test during a surface anatomy class. Group A received an additional 15 minutes hands‐on training for the Lachman test utilizing a lightly embalmed cadaver as a simulated patient. One week later, both groups performed the Lachman test on a lightly embalmed cadaver and later completed a post‐test and survey. Students with hands‐on training performed significantly better than students with lecture‐only training in completing the checklist, a post‐test, and correctly diagnosing an ACL tear. Students in Group A also reported being more confident after hands‐on training compared to students receiving lecture‐only training. Both groups reported that incorporating clinical skill activities facilitated learning and created excitement for learning. Hands‐on training using lightly embalmed cadavers as patient simulators increased confidence and competence in performing the Lachman test and aided in learning anatomy. Anat Sci Educ 7: 181–190. © 2013 American Association of Anatomists.  相似文献   

11.
Personalisation of learning is a recurring trend in our society, referred to in government speeches, popular media, conference and research papers and technological innovations. This latter aspect—of using personalisation in technology‐enhanced learning (TEL)—has promised much but has not always lived up to the claims made. Personalisation is often perceived to be a positive phenomenon, but it is often difficult to know how to implement it effectively within educational technology. In order to address this problem, we propose a framework for the analysis and creation of personalised TEL. This article outlines and explains this framework with examples from a series of case studies. The framework serves as a valuable resource in order to change or consolidate existing practice and suggests design guidelines for effective implementations of future personalised TEL.  相似文献   

12.
欧洲技术促进学习研究新进展   总被引：1，自引：0，他引：1  
技术促进学习研究是学习科学的一个研究领域,文章通过典型案例着重分析了欧洲技术促进学习研究领域在移动学习理论与实践、技术支持的正式与非正式学习设计、学习技术的设计应用、技术环境下的未来学习、技术促进学习研究社区等五个方面的主要研究及其进展,并简述了该领域的主要研究机构及其异同,评析了技术促进学习研究领域所做的研究.  相似文献   

13.
Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills.  相似文献   

14.
Wildlife tourism experiences are often promoted for their ability to enhance visitors’ conservation knowledge, attitudes and behaviour; yet, studies exploring the long‐term influence of such experiences are rare. This research explores the impact of a wildlife tourism experience and post‐visit support on families’ adoption of conservation practices following their visit. In Stage 1, barriers and benefits associated with six conservation practices were identified and incorporated into the design of post‐visit action resources. Two hundred Australian families visiting Mon Repos turtle rookery in Queensland, Australia, were assigned to either a treatment group (given post‐visit support) or a control group (no support). Three months after their visit, families in the treatment group were significantly more likely to report changes in their conservation knowledge; their attitudes towards protecting wildlife and the natural environment; and the frequency with which they picked up litter. Treatment families also adopted significantly more conservation practices than the control group. Implications for wildlife interpretive practice and visitor management at wildlife tourism sites are discussed.  相似文献   

15.
Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection‐based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug (“Anato‐Rug”) depicting topographical anatomy and key areas of lung, heart, and gastrointestinal auscultation, which could be used together with a live horse to aid learning of “live animal” anatomy. Over the course of 2 weeks, 38 third year veterinary students were randomly allocated into an experimental group, revising topographical anatomy from the “Anato‐Rug,” or a control group, learning topographical anatomy from a textbook. Immediately post activity, both groups underwent a test on live anatomy knowledge and were retested 1 week later. Both groups then completed a questionnaire to ascertain their perceptions of their learning experiences. Results showed that the experimental groups scored significantly higher than the control group at the first testing session, experienced more enjoyment during the activity and gained more confidence in identifying anatomical landmarks than the control group. There was not a significant difference in scores between groups at the second testing session. The findings indicate that the anatomy rug is an effective learning tool that aids understanding, confidence, and enjoyment in learning equine thorax and abdominal anatomy; however it was not better than traditional methods with regards to longer term memory recall. Anat SciEduc. © 2012 American Association of Anatomists.  相似文献   

16.
The main purpose of this study was to assess the effects of doodling on the learning performance of high school female students in Tehran. The design of this research was a pre‐test–post‐test with a control group. A group of 169 junior high school 12–13 year‐old students was chosen for this study. After being taught a section of the Natural Science course, the students were asked to answer questions related to the lessons. After that, their grades were used as the pre‐test scores. The post‐test was carried out after the devised treatment. During ten sessions of the same course and teacher, the students were each given a blank sheet of paper and were asked for doodling if they felt like doing it. After each session, a couple of relevant written questions were asked to evaluate how well students had learned the lessons. The experiment and control group both consisted of 27 randomly selected students; participants in the experiment group were doodlers and those in the control group did not doodle. To evaluate the doodling effect a t‐test analysis was performed. Comparison of the grades showed that the experiment group outperformed the control group significantly.  相似文献   

17.
文章应用生态学的原理和方法,分析了学习资源设计的生态学实质,给出了学习资源生态设计的概念;通过分析学习资源生态设计的影响因素,提出了学习资源生态设计的原则;基于生态评价的特点,提出了学习资源生态设计的评价要素。  相似文献   

18.
This paper reports on an investigation into the first time implementation of a technology education unit of work by a beginning primary school teacher. The researchers monitored the teacher's implementation of the unit across a 6 week period using an interpretivist research approach. A variety of data sources were drawn upon including teacher and student interviews, video and audio recordings of small group and whole-class interactions, and student-developed artefacts. Providing appropriate learning activities to assist students to develop understanding about patterns and shapes incorporated into buildings and other structures to enhance strength and stability was a challenge faced by the beginning teacher. However, she drew support from a teaching resource, which provided guidance and structure for the teaching of technology concepts and processes related to strength and stability of structures and materials. The resource helped her to develop learning activities that were appropriate to the topic and to the needs of the students in her class. Implications of the study relate to the needs of teachers grappling with teaching design and technology for the first time and the support that they can gain from predetermined planning and teaching models and well-developed teaching resources.  相似文献   

19.
In the anatomical sciences, e‐learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual‐kinesthetic learning modalities are scarce. The study examined how a visual‐kinesthetic experience, involving a physical skeleton, impacts learning when compared with virtual manipulation of a simple two‐dimensional (2D) e‐learning tool, A.D.A.M. Interactive Anatomy. Students from The University of Western Ontario, Canada (n = 77) participated in a dual‐task study to: (1) investigate if a dual‐task paradigm is an effective tool for measuring cognitive load across these different learning modalities; and (2) to assess the impact of knowledge recall and spatial ability when using them. Students were assessed using knowledge scores, Stroop task reaction times, and mental rotation test scores. Results demonstrated that the dual‐task paradigm was not an effective tool for measuring cognitive load across different learning modalities with respect to kinesthetic learning. However, our study highlighted that handing physical specimens yielded major, positive impacts on performance that a simple commercial e‐learning tool failed to deliver (P < 0.001). Furthermore, students with low spatial ability were significantly disadvantaged when they studied the bony joint and were tested on contralateral images (P = 0.046, R = 0.326). This suggests that, despite limbs being mirror images, students should be taught the anatomy of, as well as procedures on, both sides of the human body, enhancing the ability of all students, regardless of spatial ability, to take anatomical knowledge into the clinic and perform successfully. Anat Sci Educ 10: 570–588. © 2017 American Association of Anatomists.  相似文献   

20.
The first objective of this study was to investigate if the experimental students’ post‐test knowledge of nutrition and plant reproduction would be improved more significantly than that of their control group counterparts based on their treatment, attitudes to science, self‐esteem, gender and socio‐economic background. Treatment involved teaching the experimental students under three learning modes—pure cooperative, cooperative–competitive and individualistic whole class interpersonal competitive condition—using concept and vee mappings and the lecture method. The control groups received the same treatment but were not exposed to concept and vee mappings. This study’s second objective was to determine which of the three learning modes would produce the highest post‐test mean gain in the subjects’ knowledge of the two biology concepts. The study’s sample comprised 932 eighth graders (12–13‐year‐olds) in 14 co‐educational comprehensive high schools randomly selected from two Jamaican parishes. An integrated science performance test, an attitudes to science questionnaire and a self‐esteem questionnaire were used to collect data. The results indicated that the experimental students (a) under the three learning modes, (b) with high, moderate, and low attitudes to science, and (c) with high, moderate, and low self‐esteem, performed significantly better than their control group counterparts. The individualist whole class learning mode engendered the highest mean gain on the experimental students’ knowledge, while the cooperative–competitive learning mode generated the highest mean gain for the control group students.  相似文献   

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