The Relationship between Student Engagement with Online Content and Achievement in a Blended Learning Anatomy Course

Autor/inn/en	Green, Rodney A.; Whitburn, Laura Y.; Zacharias, Anita; Byrne, Graeme; Hughes, Diane L.
Titel	The Relationship between Student Engagement with Online Content and Achievement in a Blended Learning Anatomy Course
Quelle	In: Anatomical Sciences Education, 11 (2018) 5, S.471-477 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.1761
Schlagwörter	Correlation; Learner Engagement; Blended Learning; Teaching Methods; Anatomy; Science Instruction; Online Courses; Physical Therapy; Exercise Physiology; Undergraduate Students; Grades (Scholastic); Management Systems; Video Technology; Prerequisites; Computer Mediated Communication; Prediction; Course Content + Suchen Sie Ihr Suchwort? Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Online course; Online-Kurs; Physiotherapie; Sportphysiologie; Notenspiegel; Voraussetzung; Computerkonferenz; Vorhersage; Kursprogramm
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01