An evaluation of an on line anatomy course by lab instructors building on instructional design
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An Evaluation of an On-line Anatomy Course by Lab Instructors: Building on Instructional Design Guo, X., Katz, L., & Maitland, M. The University of Calgary, Calgary, Canada Presented By: Chris Chisamore, MA EdTech Sport Technology Research Centre In Montreal, at the

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An evaluation of an on line anatomy course by lab instructors building on instructional design l.jpg

An Evaluation of an On-line Anatomy Course by Lab Instructors: Building on Instructional Design

Guo, X., Katz, L., & Maitland, M.

The University of Calgary,

Calgary, Canada

Presented By: Chris Chisamore, MA EdTech

Sport Technology Research Centre

In Montreal, at the

AACE E-Learn 2002, World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education


Introduction to the project l.jpg
Introduction to the Project Instructors: Building on Instructional Design

  • Innovative laboratory and video series

  • Commercially developed products

  • Locally developed learning modules

  • Web-based resources

  • New approach to teaching and synthesizing resources

  • Motivate learner

  • Independent study with feedback

  • Research into how people learn


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Benefits of the Project Instructors: Building on Instructional Design

  • On-line learning benefits:

    • Flexible and dynamic learning environment

    • Allows for multimedia presentations

    • Provides access to a potentially rich, collaborative and powerful learning environment

  • Requires thoughtful analysis and investigation of Web’s potential and instructional design principles


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Evaluation of the Project Instructors: Building on Instructional Design

  • Evaluation methods for on-line learning varied

  • For this study: qualitative approach

    • From the perspective of instructional design and teaching strategy


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Content of the Project Instructors: Building on Instructional Design

An on-line computer lab including four labs


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Lab: Introduction Instructors: Building on Instructional Design

Every lab has a brief introduction detailing important anatomical features.


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Lab: Surface Anatomy Instructors: Building on Instructional Design

The surface anatomy section includes labeled regions of muscles, bones, and organs which can be viewed from anterior, lateral, or posterior positions.


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Lab: Dissection Instructors: Building on Instructional Design

The information, images, and tests of the dissection section are launched from the Gold Standard Multimedia web site Human Anatomy Online.


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Lab: Movement Instructors: Building on Instructional Design

Joint articulation in the movement section is demonstrated in video captures of human motion, and three-dimensional animation movies.


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The Functional Anatomy Website Instructors: Building on Instructional Design

www.kin.ucalgary.ca/anatomy


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LAB 2 – The Upper Extremity Instructors: Building on Instructional Design

Shoulder: Elevation/Depression


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LAB 2 – The Upper Extremity Instructors: Building on Instructional Design

Elbow: Flexion/Extension


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LAB 3 – The Lower Extremity Instructors: Building on Instructional Design

Hip: External/Internal Lateral Rotation


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LAB 3 – The Lower Extremity Instructors: Building on Instructional Design

Ankle: Dorsiflexion/Plantarflexion


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LAB 4 – The Torso Instructors: Building on Instructional Design

Neck: C1-C2 Occipital Hexion


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Research Instructors: Building on Instructional Design

  • Anatomy course at the university of Calgary

  • Learner style, experience, gender and attitude toward technology

  • Impact on performance

  • Learner interactions with the technology including on-task and off-task behavior


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Methods Instructors: Building on Instructional Design

  • Participants

    • Four lab instructors

  • Instruments and its validity

    • Five-point Likert scale of ten questions

  • Procedure

    • Informed consent, questionnaire, interviewed

  • Analysis of the results

    • Descriptive statistical analysis for questionnaires, interviews transcribed and cross-referenced


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Results - Demographics Instructors: Building on Instructional Design

  • 3 instructors, 2 classes/week

  • 1 instructor, 1 class/week

  • Classes averaged 24 students (computer and cadaver lab)


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Results - Overall Instructors: Building on Instructional Design

  • Results indicated need for:

    • Clear teaching objectives

    • Appropriate amount of information for students

    • Teaching strategies to match learning style and motivation of students

    • Instructors positive about the dynamic and interactive 3-D animation


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Results of Questionnaires Instructors: Building on Instructional Design

  • First six questions, on general impressions:

    • 3 of 4 satisfied with website navigation and exercises

    • 3 of 4 satisfied with content and presentation

    • 2 of 4 satisfied with course objectives

  • Second part, on students opinions

    • Did not feel computer environment improved students’ communication or motivation, undecided if students learned more or not

    • Felt students preferred the cadaver lab


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Results of Interviews Instructors: Building on Instructional Design

  • Felt on-line course content too detailed

  • Felt role in computer lab more of facilitator

  • Computer lab vs. Cadaver lab?

    • Cadaver lab, hands on experience but time limited

    • Computer lab, review material, more interactive than textbook (animation, movement clips)

    • However, text (i.e. textbook) is tangible, mobile

    • Feeling was that on-line computer lab, while dynamic and helpful, cannot replace the textbook


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Results – Other Issues Instructors: Building on Instructional Design

  • Learner characteristics (more kinetic, learning by doing)

  • Career relevance

  • Stability and quality of software programme

  • (could frustrate student enthusiasm if not handled properly)


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Conclusions Instructors: Building on Instructional Design

  • Issues of gender

  • Learning styles

  • Computer use

  • The need for instructional design, content and teaching strategies which account for learner characteristics as well as classroom environment

  • 3-D animation and interactivity attracted students


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Conclusions Instructors: Building on Instructional Design

  • Suggestions included:

    • Content should be current/relevant to students needs

    • Expected learning outcomes must be clearly defined

    • Too much text on one page should be avoided

    • Students should not be overwhelmed with information

    • Increased Internet access, voluntary lab assignments should be encouraged


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Recommendations Instructors: Building on Instructional Design

  • Future study of student work-load and its impact on knowledge mastery

  • Student comfort with using technology as it relates to performance and attitude


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Thank You Instructors: Building on Instructional Design

http://www.kin.ucalgary.ca/strc/anatomyweb2/


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