The Effect of Content Delivery Style on Student Performance in Anatomy
Corresponding Author
Lloyd J. White
Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
Correspondence to: Dr. Lloyd White, Department of Physiology, Anatomy and Microbiology, La Trobe University, Melbourne 3086, VIC, Australia. E-mail: [email protected]Search for more papers by this authorHeath W. McGowan
Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
Search for more papers by this authorAaron C. McDonald
Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
Search for more papers by this authorCorresponding Author
Lloyd J. White
Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
Correspondence to: Dr. Lloyd White, Department of Physiology, Anatomy and Microbiology, La Trobe University, Melbourne 3086, VIC, Australia. E-mail: [email protected]Search for more papers by this authorHeath W. McGowan
Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
Search for more papers by this authorAaron C. McDonald
Department of Physiology, Anatomy and Microbiology, College of Science, Health and Engineering. La Trobe University, Bundoora, Victoria, Australia
Search for more papers by this authorAbstract
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.
Supporting Information
Additional supporting information may be found in the online version of this article.
Filename | Description |
---|---|
ase1787-sup-0001-suppinfo1.tifimage/tif, 1.2 MB |
Supporting Figure Appendix |
ase1787-sup-0002-suppinfo2.tifimage/tif, 11.3 MB |
Supporting Material Appendix 1 |
ase1787-sup-0003-suppinfo3.tifimage/tif, 15.4 MB |
Supporting Material Appendix 2 |
ase1787-sup-0004-suppinfo4.tifimage/tif, 6.1 MB |
Supporting Material Appendix 3 |
ase1787-sup-0005-suppinfo5.docxWord document, 13.1 KB |
Supporting Legends |
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
Literature Cited
- Acland RD. 2013. Acland's Video Atlas of Human Anatomy. Wolters Kluwer Health/Lippincott, Williams & Wilkins, Baltimore, MD. URL: http://aclandanatomy.com/ [accessed 21 November 2017].
- Anderson LW, Krathwohl DR, Airasian PW, Cruikshank KA, Mayer RE, Pintrich PR, Raths J, Wittrock MC. 2001. A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. 2nd Ed. New York, NY: Longman. 336 p.
- Attardi SM, Choi S, Barnett J, Rogers KA. 2016. Mixed methods student evaluation of an online systemic human anatomy course with laboratory. Anat Sci Educ 9: 272–285.
- Beale EG, Tarwater PM, Lee VH. 2014. A retrospective look at replacing face-to-face embryology instruction with online lectures in a human anatomy course. Anat Sci Educ 7: 234–241.
- Benjamin LT Jr. 2002. Lecturing. In: SF Davis, W. Buskist Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer. 1st Ed. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. p 57–67.
- Bergman EM, de Bruin AB, Herrler A, Verheijen IW, Scherpbier AJ, van der Vleuten CP. 2013. Students' perceptions of anatomy across the undergraduate problem-based learning medical curriculum: A phenomenographical study. BMC Med Educ 13: 152.
- Biggs J, Tang C. 2011. Teaching for Quality Learning at University: What the Student Does. 4th Ed. Berkshire, UK: Open University Press. 391 p.
- BS Bloom (Editor). 1956. Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. 1st Ed. New York, NY: David McKay. 201 p.
- Bonham SW, Deardorff DL, Beichner RJ. 2003. Comparison of student performance using web and paper-based homework in college-level physics. J Res Sci Teach 40: 1050–1071.
- Bos N, Groeneveld C, van Bruggen J, Brand-Gruwel S. 2016. The use of recorded lectures in education and the impact on lecture attendance and exam performance. Br J Educ Tech 47: 906–917.
10.1111/bjet.12300 Google Scholar
- Brenner E, Chirculescu A, Reblet C, Smith C. 2015. Assessment in anatomy. Eur J Anat 19: 105–124.
- Chung CH, Siu AY, Po LL, Lam CY, Wong PC. 2010. Comparing the effectiveness of video self-instruction versus traditional classroom instruction targeted at cardiopulmonary resuscitation skills for laypersons: A prospective randomised controlled trial. Hong Kong Med J 16: 165–170.
- Cohen J. 1988. Statistical Power Analysis for the Behavioral Sciences. 2nd Ed. Abingdon, UK: Routledge. 400 p.
- Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. 2010. Instructional design variations in internet-based learning for health professions education: A systematic review and meta-analysis. Acad Med 85: 909–922.
- Criado-Álvarez JJ, González González J, Romo Barrientos C, Ubeda-Bañon I, Saiz-Sanchez D, Flores-Cuadrado A, Albertos-Marco JC, Martinez-Marcos A, Mohedano-Moriano A. 2017. Learning from human cadaveric prosections: Examining anxiety in speech therapy students. Anat Sci Educ 10: 487–494.
- Darlington RB, Hayes AF. 2016. Regression Analysis and Linear Models: Concepts, Applications, and Implementation. 1st Ed. New York, NY: Guilford Publications. 661 p.
- Garg AX, Norman G, Sperotable L. 2001. How medical students learn spatial anatomy. Lancet 357: 363–364.
- Garrison DR, Kanuka H. 2004. Blended learning: Uncovering its transformative potential in higher education. Internet High Educ 7: 95–105.
10.1016/j.iheduc.2004.02.001 Google Scholar
- Green RA, Cates T, White L, Farchione D. 2016. Do collaborative practical tests encourage student-centered active learning of gross anatomy? Anat Sci Educ 9: 231–237.
- Green RA, Whitburn LY. 2016. Impact of introduction of blended learning in gross anatomy on student outcomes. Anat Sci Educ 9: 422–430.
- Green RA, Whitburn LY, Zacharias A, Byrne G, Hughes DL. 2018. The relationship between student engagement with online content and achievement in a blended learning anatomy course. Anat Sci Educ 11: 471–477.
- Guo PJ, Kim J, Rubin R. 2014. How video production affects student engagement: An empirical study of MOOC videos. In: Proceedings of the First ACM Conference on Learning at Scale (L@S'14), Atlanta, Georgia, 2014 March 4–5. p 41–50. Association for Computing Machinery, New York, NY.
- Guy R, Lownes-Jackson M. 2013. Web-based tutorials and traditional face-to-face lectures: A comparative analysis of student performance. In: Cohen E, Boyd E (Editors). Proceedings of the Informing Science and Information Technology Education Conference (InSITE 2013); Porto, Portugal, 2013 July 1–6. p 241–259. Informing Science Institute, Santa Rose, CA.
- Gysbers V, Johnston J, Hancock D, Denyer G. 2011. Why do students still bother coming to lectures, when everything is available online? Int J Innov Sci Math Educ 19: 20–36.
- Handelsman J, Ebert-May D, Beichner R, Bruns P, Chang A, DeHaan R, Gentile J, Lauffer S, Stewart J, Tilghman SM, Wood WB. 2004. Scientific teaching. Science 304: 521–522.
- Huxham GJ, Naeraa N. 1980. Is Bloom's taxonomy reflected in the response pattern to MCQ items? Med Educ 14: 23–26.
- Inuwa IM, Taranikanti V, Al-Rawahy M, Habbal O. 2012. Anatomy practical examinations: How does student performance on computerized evaluation compare with the traditional format? Anat Sci Educ 5: 27–32.
- Johnson SD, Aragon SR, Shaik N, Palma-Rivas N. 2000. Comparative analysis of learner satisfaction and learning outcomes in online and face-to-face learning environments. J Interact Learn Res 11: 29–50.
- Kao LS, Green CE. 2008. Analysis of variance: Is there a difference in means and what does it mean? J Surg Res 144: 158–170.
- Kellehear A. 1993. The Unobtrusive Researcher: A Guide to Methods. 1st Ed. St. Leonards, NSW, Australia: Allen & Unwin Pty Ltd. 192 p.
- Kharb P, Samanta PP. 2016. Blended learning approach for teaching and learning anatomy: Students' and teachers' perspective. J Anat Soc India 65: 43–47.
- Khatony A, Nayery ND, Ahmadi F, Haghani H, Vehvilainen-Julkunen K. 2009. The effectiveness of web-based and face-to-face continuing education methods on nurses' knowledge about AIDS: A comparative study. BMC Med Educ 9: 41.
- Khot Z, Quinlan K, Norman GR, Wainman B. 2013. The relative effectiveness of computer-based and traditional resources for education in anatomy. Anat Sci Educ 6: 211–215.
- Kim J, Guo PJ, Seaton DT, Mitros P, Gajos KZ, Miller RC. 2014. Understanding in-video dropouts and interaction peaks in online lecture videos. In: Proceedings of the First ACM Conference on Learning at Scale (L@S'14), Atlanta, Georgia, 2014 March 4–5. p 31–40. Association for Computing Machinery, New York, NY.
- Kim TK. 2015. T test as a parametric statistic. Kor J Anesthesiol 68: 540–546.
- Kirkwood A. 2009. E-learning: You don't always get what you hope for. Tech Pedagog Educ 18: 107–121.
- La Trobe University. 2015. Blended Learning at La Trobe. La Trobe University, Bundoora, Victoria, Australia. URL: http://www.latrobe.edu.au/ltlt/curriculum/blended. [accessed 01 March 2017].
- Likert R. 1932. A technique for the measurement of attitudes. Arch Psychol 22: 1–55.
- Liu Q, Peng W, Zhang F, Hu R, Li Y, Yan W. 2016. The effectiveness of blended learning in health professions: Systematic review and meta-analysis. J Med Internet Res 18: e2.
- Lochner L, Wieser H, Waldboth S, Mischo-Kelling M. 2016. Combining traditional anatomy lectures with e-learning activities: How do students perceive their learning experience? Int J Med Educ 7: 69–74.
- Margolis LM, Grediagin A, Koenig C, Sanders LF. 2009. Effectiveness and acceptance of web-based learning compared to traditional face-to-face learning for performance nutrition education. Mil Med 174: 1095–1099.
- Mathiowetz V, Yu CH, Quake-Rapp C. 2016. Comparison of a gross anatomy laboratory to online anatomy software for teaching anatomy. Anat Sci Educ 9: 52–59.
- McCutcheon K, Lohan M, Traynor M, Martin D. 2015. A systematic review evaluating the impact of online or blended learning vs. face-to-face learning of clinical skills in undergraduate nurse education. J Adv Nurs 71: 255–270.
- McDonald AC, Chan SP, Schuijers JA. 2016. Practical session assessments in human anatomy: Weightings and performance. Anat Sci Educ 9: 330–336.
- McInnerney JM, Roberts TS. 2004. Online learning: social interaction and the creation of a sense of community. Educ Technol Soc 7: 73–81.
- McKeachie WJ, Svinicki M. 2013. McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 14th Ed. Belmont, CA: Wadsworth Publishing. 416 p.
- Means B, Toyama Y, Murphy R, Baki M. 2013. The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teach Coll Rec 115: 1–47.
- Mustafa A. 2015. Is there a perfect assessment for undergraduate medical student including anatomy examination? FASEB J 29: 690.1.
- Nnodim JO. 1990. Learning human anatomy: by dissection or from prosections? Med Educ 24: 389–395.
- Nurko C, Proffit WR. 2005. Acceptability and perceived effectiveness of web-based self-instruction in clinical orthodontics. Angle Orthod 75: 521–525.
- O'Rourke J, Main S, Cooper M. 2014. Student perceptions of online interactive versus traditional lectures; or how I managed not to fall asleep with my eyes open. MERLOT J Online Learn Teach 10: 405–417.
- Oliver M, Trigwell K. 2005. Can ‘blended learning’ be redeemed? E–Learn 2: 17–26.
- Page J, Meehan-Andrews T, Weerakkody N, Hughes DL, Rathner JA. 2017. Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects. Adv Physiol Educ 41: 44–55.
- Pereira JA, Pleguezuelos E, Meri A, Molina-Ros A, Molina-Tomas MC, Masdeu C. 2007. Effectiveness of using blended learning strategies for teaching and learning human anatomy. Med Educ 41: 189–195.
- Singh C, Haileselassie D. 2010. Developing problem-solving skills of students taking introductory physics via Web-based tutorials. J Coll Sci Teach 34: 42–49.
- Singh A, Min AK. 2017. Digital lectures for learning gross anatomy: A study of their efficacy. Kor J Med Educ 29: 27–32.
- Smith CF, McManus B. 2015. The integrated anatomy practical paper: A robust assessment method for anatomy education today. Anat Sci Educ 8: 63–73.
- Thompson AR, O'Loughlin VD. 2015. The Blooming Anatomy Tool (BAT): A discipline-specific rubric for utilizing Bloom's taxonomy in the design and evaluation of assessments in the anatomical sciences. Anat Sci Educ 8: 493–501.
- Williams A, Birch E, Hancock P. 2012. The impact of online lecture recordings on student performance. Austral J Educ Tech 28: 199–213.
- Wilson K, Korn JH. 2007. Attention during lectures: Beyond ten minutes. Teach Psychol 34: 85–89.
- Zacharis NZ. 2015. A multivariate approach to predicting student outcomes in web-enabled blended learning courses. Internet High Educ 27: 44–53.