File(s) not publicly available
The relationship between student engagement with online content and achievement in a blended learning anatomy course
journal contributionposted on 08.01.2021, 05:11 authored by Rodney GreenRodney Green, Laura WhitburnLaura Whitburn, Anita ZachariasAnita Zacharias, Graeme ByrneGraeme Byrne, Diane Hughes
© 2017 American Association of Anatomists
Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face-to-face teaching in gross anatomy courses. While face-to-face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second-year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.
Grant sponsor: La Trobe Institute for Molecular Sciences Teaching and Learning Committee
JournalAnatomical Sciences Education
Pagination8p. (p. 471-477)
Rights StatementThe Author reserves all moral rights over the deposited text and must be credited if any re-use occurs. Documents deposited in OPAL are the Open Access versions of outputs published elsewhere. Changes resulting from the publishing process may therefore not be reflected in this document. The final published version may be obtained via the publisher’s DOI. Please note that additional copyright and access restrictions may apply to the published version.
Social SciencesEducation, Scientific DisciplinesEducation & Educational Researchgross anatomy educationundergraduate educationblended learningonline learninganatomy videosonline discussion forumsstudent engagementstudent gradesteaching of anatomyGROSS-ANATOMYASYNCHRONOUS ONLINEIMPACTINTEGRATIONRESOURCESANALYTICSOUTCOMESPREDICTFORUMSHumansRetrospective StudiesLearningAnatomyHealth OccupationsCurriculumEducation, DistanceStudents, Health OccupationsComputer-Assisted InstructionAcademic Performance