Pereira J.A., Pleguezuelos, E., Meri, A., Molina-Ros, A., Molina-Thomas, A., Masdeu, C. (2007) Medical Education, 41, pp.189-195
The authors of this article describes what they see as blended learning in the Anatomy setting. They believe that blended learning is a synergic combination of traditional teaching methods with tactics that are characteristic of non-attendance-based distance teaching or e-learning. At the Pompeu Fabra University a variety of computer-based materials have been used since 1998 in the teaching of human anatomy. The long degree in biology is an integration between an attendance-based course of Anatomy (theoretical and practical lessons) and a variety of computer-based materials that is distributed through a virtual campus ('Campus Global'). Limitations that prompted a redesign of the teaching materials included:
- adapting materials to the needs of the students
- increasing the frequency and effectiveness of the use of the materials
- to get the materials to play a fundamental role in achieving the subject's teaching aims
Materials available on the web were more readily used by the blended learning group. Higher scores were obtained for satisfaction with the teaching style for the blended group learning, as well as a statistically significant higher score for the learning materials for the blended learning group. The students in the blended learning group also had a higher satisfaction with the course layout. The study revealed a clear improvement in the academic performance of students who were taught via blended learning, both in terms of their marks and the number of students who passed the assessment at the first attempt. Also their were fewer dropouts in the blended learning group than in the traditional teaching group.
The use of blended learning strategies, together with practical teaching with cadavers in human anatomy, could help towards adapting anatomy teaching to fit in with modern times.
This article has great applicability to my setting as we use the Blackboard management system were information about the course is available to the students, as well as teaching material. The only shortfall thus far is not utilizing Blackboard to it full extent where students can engage on a blog, submit assignments and can write a test. If Blackboard is used with all its extra innovations it can provide any Anatomy course a great blended learning experience.
Dear Petro,
ReplyDeleteThis article is the right one for you as you are also teaching in anatomy department. The study proved that blended e-learning benefited the students in getting higher score, higher pass rate and fewer dropouts compared with traditional teaching. This result gave me confidence about my implementation of e-learning in my context as well.
As we both work in the same institution, we both know of our IT system in terms of technology and internet quality. I am going to meet Mr Itu (IT specialist) in SMU to discuss about my implementation of e-learning and may brainstorm with him possible innovations.
I am glad to hear that you are making the effort to meet with the IT personnel in your institution. Often, it is the first step toward changing the culture of teaching and learning in an institution - i.e. a group of interested early adopters/champions starting discussions with the relevant people.
DeleteDear Petro. This article was apt to your teaching environment. I am sure that this really made you think about your teaching methods in a broader context. One of my articles also related to the comparison of blended learning and traditional teaching and learning methods. Blended learning undoubtedly seems to offer more benefit and further more makes students more self directed.
ReplyDeleteThank you for the review. Regards. Vanitha
Hi Petro,
ReplyDeleteThis particular article is indeed applicable to your context. I believe that it has inspired you in the right direction to take on your e-learning intervention. Remember to involve the students in choosing the right technology to use. All the best!
Aisha