to using videos to shorten lab duration in anatomy and p hysiology Adam Rich 1 Jeremy Browne 2 Brittany Heatherington 1 Kanchana Mendes 1 and Bernardo Ortega 1 1 Department ID: 759857
Download Presentation The PPT/PDF document "Student and faculty perceptions" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Student and faculty perceptions to using videos to shorten lab duration in anatomy and physiologyAdam Rich1, Jeremy Browne2, Brittany Heatherington1, Kanchana Mendes1, and Bernardo Ortega11: Department of Biology, The College at Brockport, State University of New York, Brockport, NY, 2: Digital Humanities and Technology, Office of Digital Humanities
Student and faculty perceptions to using videos to shorten lab duration in anatomy and
physiology
Online
video can replace face-to-face instruction. Effectiveness is paramount because substituting video for face-to-face instruction may impact student learning. Instructional effectiveness and faculty perception of short duration instructional videos replacing 1/3 of face to face lab time on student performance in Anatomy & Physiology lab were examined. Instructor perceptions were probed to increase the probability of using pre recorded video. Methods: Short videos (6-15 min) describing a specific assignment were created, and students were required to watch the video and to complete the assignment. Each video outlined material to be covered before coming to lab. Prelaboratory assignments were estimated to take 45 minutes for the students to complete. This material was not covered during lab. Labs with pelab video assignment lasted 2 hours. Traditional face-to-face labs (no prelab assignment) lasted 2 ¾ hours. The time at which every student accessed the video was recorded using the course management system. Compliance was defined as launching the video before lab at least 1 time. Efficacy was measured by comparing scores n material covered in the prelab video versus in-lab material. Supported by SUNY and the Innovative Instruction Technology Grants program 2012.
Bio 321: Anatomy and Physiology 1285 studentsPre-nursing/ Exercise Science/ Medical Technology/ Biology, Chemistry Primarily sophomore level students (2/3)2 lectures (1:15 min.), 1 lab (2:45) each weekPrerequisites: basic biology / chemistry Bio 322: Anatomy and Physiology 2284 studentsPre-nursing/ Exercise Science/ Medical Technology/ Biology, Chemistry Primarily sophomore level students (2/3)2 lectures (1:15 min.), 1 lab (2:45) each weekPrerequisites: basic biology / chemistry (not Bio 321!)
CIT 2013 - Transformation in Higher Education:
Sharing
Ideas and Showing Results
Acknowledgements
Supported by
a SUNY IITG Program award (Adam
Rich)