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Using innovative technologies to increase student engagement in an online Anatomy and Physiology course
Author(s) -
Jones Heather M
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.598.23
Subject(s) - summative assessment , laptop , formative assessment , curriculum , multimedia , medical education , computer science , pharmacy , course (navigation) , psychology , mathematics education , medicine , engineering , pedagogy , family medicine , aerospace engineering , operating system
Online education has become increasing popular among students with the recent advancements in multimedia technology. Many college, university, and professional school curricula have been transformed into online formats to meet the rising demand from learners. One of the pitfalls of converting a live course into an online course is not considering differences in how the student will interact with the content and incorporating active learning into the curriculum. This work will outline how three separate technologies which were added to an online first year Pharmacy School Anatomy and Physiology course to increase student retention as assessed by performance on summative examinations. The three methods that were incorporated were Screencast‐o‐matic © screen capture technology, Easygenerator © course design, and the use of Socrative © . Screencast‐o‐matic © is an online video capture system which was used in conjunction with a touch enabled laptop to allow for real‐time annotation of PowerPoint presentations. The Easygenerator © platform is a course design program which incorporated formative assessment directly into course content using an easy to navigate platform. Finally, Socrative © is a web‐based question response system which allowed students located all over the country to respond live during synchronous lecturing sessions. Implementation of these technologies in the online course resulted in significant increase in examination averages on the first two unit assessments. The third unit examination also showed improvement in mean score, although it was not significant for all years. There was also a high approval of the technologies. The Easygenerator © activities received an average overall rating of 9.17 (out of 10) with 60 students evaluating the content. In conclusion, the addition of interactive technologies into an online Anatomy and Physiology course has not only reduced student frustrations with the content, it has improved student performance. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .