1. 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

2. 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

3. 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 Web’s potential and instructional design principles

4. 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

5. Content of the Project An on-line computer lab including four labs

6. Lab: Introduction Every lab has a brief introduction detailing important anatomical features.

7. 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.

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

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

10. The Functional Anatomy Website www.kin.ucalgary.ca/anatomy

11. LAB 2 – The Upper Extremity Shoulder: Elevation/Depression

12. LAB 2 – The Upper Extremity Elbow: Flexion/Extension

13. LAB 3 – The Lower Extremity Hip: External/Internal Lateral Rotation

14. LAB 3 – The Lower Extremity Ankle: Dorsiflexion/Plantarflexion

15. LAB 4 – The Torso Neck: C1-C2 Occipital Hexion

16. 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

17. 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

18. Results - Demographics 3 instructors, 2 classes/week 1 instructor, 1 class/week Classes averaged 24 students (computer and cadaver lab)

19. 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

20. 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

21. 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

22. 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)

23. 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

24. 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

25. 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

26. Thank You http://www.kin.ucalgary.ca/strc/anatomyweb2/