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Using “clicker cases” online: an effective strategy for engaging undergraduate students in physiology case studies
Author(s) -
Knabb Maureen T
Publication year - 2012
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.26.1_supplement.519.11
Subject(s) - clicker , flexibility (engineering) , class (philosophy) , perception , mathematics education , online learning , medical education , computer science , psychology , multimedia , medicine , statistics , mathematics , artificial intelligence , neuroscience
As institutions respond to the need for greater flexibility in access to higher education, there has been increasing emphasis in offering distance education courses. Accordingly, online classes (semimonthly) were presented within a traditional upper‐level undergraduate human physiology course (n = 21) to evaluate the effectiveness of online instruction. Only 32% of the students had previous experience with distance education courses. The online classes were in the format of a “clicker case” in which a case study with embedded questions was linked to an audio file and online quiz. Case studies were presented both in class and online to encourage application of physiology knowledge to a problem. Survey results to gauge student perceptions of this approach indicate that 94% liked the online case study format and 64% felt that they learned more from the online case studies compared to in class lecture. Students performed significantly better when comparing results for multiple‐choice exam questions for online versus in class case studies (78.6 ± 6.6 vs. 56.0 ± 20.7%, p = 0.03). Thus, this online approach was a more effective method for presenting case study material and led to higher exam scores.