Computer-Based Learning: Interleaving Whole and Sectional Representation of Neuroanatomy

Autor/inn/en	Pani, John R.; Chariker, Julia H.; Naaz, Farah
Titel	Computer-Based Learning: Interleaving Whole and Sectional Representation of Neuroanatomy
Quelle	In: Anatomical Sciences Education, 6 (2013) 1, S.11-18 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1297
Schlagwörter	Computer Assisted Instruction; Brain Hemisphere Functions; Biomedicine; Feedback (Response); Transfer of Training; Learning Processes; Anatomy; Neurology; Teaching Methods; Comparative Analysis; Computer Software; Experimental Groups; Diagnostic Tests; Visual Aids; Generalization; Undergraduate Students; Computer Graphics; Psychometrics; Science Tests; Spatial Ability; Kentucky; Differential Aptitude Test + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Biomedizin; Training; Transfer; Ausbildung; Learning process; Lernprozess; Anatomie; Neurologie; Teaching method; Lehrmethode; Unterrichtsmethode; Diagnostic test; Diagnostischer Test; Anschauungsmaterial; Computergrafik; Psychometry; Psychometrie; Räumliches Vorstellungsvermögen
Abstract	The large volume of material to be learned in biomedical disciplines requires optimizing the efficiency of instruction. In prior work with computer-based instruction of neuroanatomy, it was relatively efficient for learners to master whole anatomy and then transfer to learning sectional anatomy. It may, however, be more efficient to continuously integrate learning of whole and sectional anatomy. A study of computer-based learning of neuroanatomy was conducted to compare a basic transfer paradigm for learning whole and sectional neuroanatomy with a method in which the two forms of representation were interleaved (alternated). For all experimental groups, interactive computer programs supported an approach to instruction called "adaptive exploration." Each learning trial consisted of time-limited exploration of neuroanatomy, self-timed testing, and graphical feedback. The primary result of this study was that interleaved learning of whole and sectional neuroanatomy was more efficient than the basic transfer method, without cost to long-term retention or generalization of knowledge to recognizing new images (Visible Human and MRI). (Contains 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10