Student views of using e-learning tools to facilitate independent learning of anatomy and physiology

The ability to undertake life-long learning is essential in the world today and this requires independent learning skills. A growing body of evidence suggests integration of computer assisted learning could potentially replace face-to-face teaching entirely with no detriment to students. Case study...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Fiona Elizabeth Roberts
Formato: article
Lenguaje:EN
Publicado: Association for Learning Development in Higher Education (ALDinHE) 2015
Materias:
Acceso en línea:https://doaj.org/article/9e4ee10df0e74df5adf3087bbf78665b
Etiquetas: Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
id oai:doaj.org-article:9e4ee10df0e74df5adf3087bbf78665b
record_format dspace
spelling oai:doaj.org-article:9e4ee10df0e74df5adf3087bbf78665b2021-11-29T14:03:27ZStudent views of using e-learning tools to facilitate independent learning of anatomy and physiology10.47408/jldhe.v0i9.2691759-667Xhttps://doaj.org/article/9e4ee10df0e74df5adf3087bbf78665b2015-08-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/269https://doaj.org/toc/1759-667X The ability to undertake life-long learning is essential in the world today and this requires independent learning skills. A growing body of evidence suggests integration of computer assisted learning could potentially replace face-to-face teaching entirely with no detriment to students. Case study methodology was therefore utilised to investigate studentsââ¬â¢ perceptions of the use of online resources to replace face-to-face teaching and the impact of this approach on student outcomes when learning anatomy and physiology. Concurrent mixed methods, incorporating pragmatic comparison of summative assessment scores with a questionnaire gathering student opinion of this learning method, were used. Students had access to typical Anatomy and Physiology Computer Aided Learning resources. Additional adaptive learning activities (ALA) and homework quizzes were provided. Directed study was given for every topic. All but four topics were supported by interactive workshops; these four were supported by additional ALA and an optional ââ¬Ëdrop inââ¬â¢ session. The results indicated no difference in student outcome for topics taught with and without workshop support. However, although students understood the rationale for the change and sufficient guidance was given, they found the independent learning challenging due to lack of intrinsic motivation and confidence. Engagement with ALA and homework quizzes was limited. Students do not want more independent learning and like the confidence provided by attending workshops. Using more selective online resources may be beneficial and ensuring that materials addressed online are used in other classes may be a way forwards, thus ensuring a constructivist approach to learning while encouraging more independent learning. Roberts Student views of using e-learning tools to facilitate independent learning of anatomy and physiology Journal of Learning Development in Higher Education, Issue 9: July 2015 2 Keywords: Computer Aided Learning; adaptive learning activities; constructivist learning; motivation; perceptions. Fiona Elizabeth RobertsAssociation for Learning Development in Higher Education (ALDinHE)articleComputer Aided Learningadaptive learning activitiesconstructivist learningmotivationperceptions.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 9 (2015)
institution DOAJ
collection DOAJ
language EN
topic Computer Aided Learning
adaptive learning activities
constructivist learning
motivation
perceptions.
Theory and practice of education
LB5-3640
spellingShingle Computer Aided Learning
adaptive learning activities
constructivist learning
motivation
perceptions.
Theory and practice of education
LB5-3640
Fiona Elizabeth Roberts
Student views of using e-learning tools to facilitate independent learning of anatomy and physiology
description The ability to undertake life-long learning is essential in the world today and this requires independent learning skills. A growing body of evidence suggests integration of computer assisted learning could potentially replace face-to-face teaching entirely with no detriment to students. Case study methodology was therefore utilised to investigate studentsââ¬â¢ perceptions of the use of online resources to replace face-to-face teaching and the impact of this approach on student outcomes when learning anatomy and physiology. Concurrent mixed methods, incorporating pragmatic comparison of summative assessment scores with a questionnaire gathering student opinion of this learning method, were used. Students had access to typical Anatomy and Physiology Computer Aided Learning resources. Additional adaptive learning activities (ALA) and homework quizzes were provided. Directed study was given for every topic. All but four topics were supported by interactive workshops; these four were supported by additional ALA and an optional ââ¬Ëdrop inââ¬â¢ session. The results indicated no difference in student outcome for topics taught with and without workshop support. However, although students understood the rationale for the change and sufficient guidance was given, they found the independent learning challenging due to lack of intrinsic motivation and confidence. Engagement with ALA and homework quizzes was limited. Students do not want more independent learning and like the confidence provided by attending workshops. Using more selective online resources may be beneficial and ensuring that materials addressed online are used in other classes may be a way forwards, thus ensuring a constructivist approach to learning while encouraging more independent learning. Roberts Student views of using e-learning tools to facilitate independent learning of anatomy and physiology Journal of Learning Development in Higher Education, Issue 9: July 2015 2 Keywords: Computer Aided Learning; adaptive learning activities; constructivist learning; motivation; perceptions.
format article
author Fiona Elizabeth Roberts
author_facet Fiona Elizabeth Roberts
author_sort Fiona Elizabeth Roberts
title Student views of using e-learning tools to facilitate independent learning of anatomy and physiology
title_short Student views of using e-learning tools to facilitate independent learning of anatomy and physiology
title_full Student views of using e-learning tools to facilitate independent learning of anatomy and physiology
title_fullStr Student views of using e-learning tools to facilitate independent learning of anatomy and physiology
title_full_unstemmed Student views of using e-learning tools to facilitate independent learning of anatomy and physiology
title_sort student views of using e-learning tools to facilitate independent learning of anatomy and physiology
publisher Association for Learning Development in Higher Education (ALDinHE)
publishDate 2015
url https://doaj.org/article/9e4ee10df0e74df5adf3087bbf78665b
work_keys_str_mv AT fionaelizabethroberts studentviewsofusingelearningtoolstofacilitateindependentlearningofanatomyandphysiology
_version_ 1718407300039835648