Learning Anatomy & Physiology Virtually: Student Performance during COVID-19

Autor/in	Ediger, Tracy L.
Titel	Learning Anatomy & Physiology Virtually: Student Performance during COVID-19
Quelle	In: HAPS Educator, 26 (2022) 1, S.55-63 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-3792
Schlagwörter	Anatomy; Physiology; Science Instruction; Distance Education; Synchronous Communication; Laboratory Experiments; Assignments; Teaching Assistants; Computer Simulation; COVID-19; Pandemics; Family Environment; Formative Evaluation; Summative Evaluation; Science Achievement; Lecture Method; Dropouts; Course Descriptions; Undergraduate Students; Comparative Analysis + Suchen Sie Ihr Suchwort? Anatomie; Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Distance study; Distance learning; Fernunterricht; Laboratory work; Laborarbeit; Assignment; Auftrag; Zuweisung; Computergrafik; Computersimulation; Familienmilieu; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kursstrukturplan
Abstract	Delivering Anatomy & Physiology (A&P) labs online became necessary in the spring of 2020 due to the COVID-19 pandemic. For four semesters (Summer 2020 through Summer 2021), our A&P1 and A&P2 labs were instructed in a virtual format. Each lab session included a one-hour synchronous session led by teaching assistants followed by at-home lab activities performed independently by students. Formative lab practice assignments were provided, and summative lab assessments were conducted weekly. Student performance in these online A&P1 labs was similar to performance during in-person labs, although more students failed or withdrew from the combined A&P1 lecture and lab course in the online environment compared to in-person. A&P2 performance data were very similar online versus in-person for both the A&P2 lab and the combined A&P2 lecture and lab course. Overall, our experience supports the conclusion that course modality is not the central factor in determining student success. (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	2024/1/01