An Exploration of the Factors That Contribute to Learning Satisfaction of First-Year Anatomy and Physiology Students

Autor/in	Eagleton, Saramarie
Titel	An Exploration of the Factors That Contribute to Learning Satisfaction of First-Year Anatomy and Physiology Students
Quelle	In: Advances in Physiology Education, 39 (2015) 3, S.158-166 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00040.2014
Schlagwörter	Influences; Satisfaction; Student Attitudes; Anatomy; Physiology; Blended Learning; Questionnaires; Mixed Methods Research; College Freshmen; Foreign Countries; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Influence; Einfluss; Einflussfaktor; Zufriedenheit; Schülerverhalten; Anatomie; Physiologie; Fragebogen; Studienanfänger; Ausland
Abstract	Lecturers have reverted to using a "blended" approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also "grade oriented" rather than "learning oriented" as they indicated that they were more concerned about results than "owning" the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01