Logan Anderson Biology/Bio Med
Amanda Smolinsky Associate Professor of Biology
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Abstract
Anatomy is a notoriously difficult subject to learn. As educators, it is our responsibility to actively bolster students as they work through tough material. Lecture-based education is the traditional route for teaching, but with the increased availability of online resources, educators have the opportunity to adapt learning tools to better facilitate student learning, especially for difficult concepts. My research compares the traditional, lecture-style delivery mode with an interactive version of that same content for anatomy instruction. We are looking to determine which mode of instruction is the most efficacious for students learning a content-heavy subject. Previous research found that, for students of varying experience levels with the sciences, those who viewed interactive videos performed better on post-quizzes when compared to students who viewed lecture-style videos. Each student was presented with a recorded walkthrough of the shark, frog, and mink circulatory systems, but only half of the participants were given the videos with interactive questions within them. Pre- and post-quizzes determined existing knowledge of the material for this content, and how they improved after viewing the videos, respectively. Due to a small sample size, this difference is not significant. This semester, we are producing videos of mink musculature and the skeletal system for use in Anatomy and Histology, and Comparative Vertebrate Anatomy. We aim to apply a similar method of study to more students in these courses once these videos are completed. Plus, both versions of the video will be available for students in those classes as study resources.
