Effect of Self-Regulated Learning and Technology-Enhanced Activities on Anatomy Learning, Engagement, and Course Outcomes in a Problem-Based Learning Program

Autor/inn/en	Bains, Mona; Kaliski, Debora Z.; Goei, Kathleen A.
Titel	Effect of Self-Regulated Learning and Technology-Enhanced Activities on Anatomy Learning, Engagement, and Course Outcomes in a Problem-Based Learning Program
Quelle	In: Advances in Physiology Education, 46 (2022) 2, S.219-227 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bains, Mona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Technology Uses in Education; Independent Study; Anatomy; Problem Based Learning; Physiology; Physical Therapy; Human Body; Science Education; Supplementary Education; Outcomes of Education; College Students; Texas (San Antonio) + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Selbststudium; Anatomie; Problem-based learning; Problemorientiertes Lernen; Physiologie; Physiotherapie; Menschlicher Körper; Naturwissenschaftliche Bildung; Ergänzungsunterricht; Lernleistung; Schulerfolg; Collegestudent
Abstract	Problem-based learning (PBL) offers advantages for teaching anatomy and physiology for physical therapy students as clinical cases provide a scaffold for a comprehensive review of body systems. Although the utilization of interactive anatomy software greatly contributes to an active learning environment and efficient use of time, simply providing textbook readings, access to anatomy software, and models is not enough to engage students to become active in reaching their learning goals. Time constraints, meaningful technology implementation, resource abundance, and unfamiliarity are challenges that decrease the effectiveness of both facilitating and learning anatomy. The present study investigated the use of three supplemental learning tools to support anatomy instruction in a self-regulated manner. Friedman test results demonstrated significant differences for perceived engagement [X[subscript 2](2) = 15.74, P < 0.001, W = 0.23] but not for perceived learning. Survey responses demonstrated that perceived engagement was greatest with the nondigital supplemental learning tool compared with the two technology-enhanced learning tools (iBooks Author + SoftChalk and SoftChalk alone). Multivariate regression analyses demonstrated statistically significant relationships between the nondigital supplemental learning tool and anatomy practical scores (P < 0.001). The technology-enhanced supplemental learning tools did not further increase learning outcomes as measured by practical scores compared with nondigital learning tools. Incorporation of instructor-created instructional materials independent of technology is an efficient method to drive self-regulated learning, enhance engagement, and improve anatomy course outcomes and may overcome barriers associated with a purely self-directed PBL model. (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: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01