"How Do You Know if They Help?" Implementing Multiple Student-Centered Learning Opportunities in Human Anatomy and Physiology Undergraduate Labs

Autor/inn/en	Rudolph, Heather A.; Schwabe, Anna; Soleimanibarzi, Nastaran
Titel	"How Do You Know if They Help?" Implementing Multiple Student-Centered Learning Opportunities in Human Anatomy and Physiology Undergraduate Labs
Quelle	In: HAPS Educator, 22 (2018) 3, S.253-261 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-3806
Schlagwörter	Undergraduate Students; Physiology; Anatomy; Science Instruction; Grades (Scholastic); Exit Examinations; Outcomes of Education; Student Attitudes; Educational Change; Teaching Methods; Video Technology; Study Guides; Student Developed Materials; Science Tests; Laboratory Experiments; Blended Learning; Course Descriptions; Student Centered Curriculum; Introductory Courses; Colorado + Suchen Sie Ihr Suchwort? Physiologie; Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Notenspiegel; Final examination; Abschlussprüfung; Lernleistung; Schulerfolg; Schülerverhalten; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Studienberater; Studienführer; Laboratory work; Laborarbeit; Kursstrukturplan; Einführungskurs
Abstract	To improve the student learning outcomes of an introductory Human Anatomy and Physiology course we have implemented many changes over the last two years. In this study, the third of a three-part series, we present data from surveys collected and analyzed during the spring semester of 2018 at the University of Northern Colorado. The results reveal that the most appreciated change for most students, regardless of the final grade earned, was the affectionately named "Vanessa videos", which are described in parts one and two of this series. According to the students surveyed, the Exit Quizzes were the most emotionally distressing learning opportunity. Grade improvements during the semester ranged from 0.07-13.4%. Having access to a variety of learning opportunities, such as customized online videos, student-made study guides, and frequent low-stakes assessments appears to provide the greatest benefit to the widest range of students. (As Provided).
Anmerkungen	Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01