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

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Introduction to the Project

• 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

• 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
  Webs potential and instructional design
  principles

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Evaluation of the Project

• 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

• An on-line computer lab including four labs

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Lab Introduction

Every lab has a brief introduction detailing
important anatomical features.
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Lab Surface Anatomy

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
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
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

• www.kin.ucalgary.ca/anatomy

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LAB 2 The Upper Extremity

• Shoulder Elevation/Depression

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LAB 2 The Upper Extremity

• Elbow Flexion/Extension

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LAB 3 The Lower Extremity

• Hip External/Internal Lateral Rotation

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LAB 3 The Lower Extremity

• Ankle Dorsiflexion/Plantarflexion

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LAB 4 The Torso

• Neck C1-C2 Occipital Hexion

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Research

• 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

• 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

• 3 instructors, 2 classes/week
• 1 instructor, 1 class/week
• Classes averaged 24 students (computer and
  cadaver lab)

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Results - Overall

• 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

• 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

• 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

• 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

• 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

• 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

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