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Design of a novel approach to teaching online neuroanatomical education (725.1)
Author(s) -
Allen Lauren,
Ribaupierre Sandrine
Publication year - 2014
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.28.1_supplement.725.1
Subject(s) - modalities , curriculum , computer science , test (biology) , cognition , instructional design , cognitive load , preference , mathematics education , psychology , human–computer interaction , multimedia , pedagogy , paleontology , social science , neuroscience , sociology , economics , biology , microeconomics
E‐learning allows for the development of educational tools that present information in different modalities suited to each student's unique needs. However, the implementation of such tools is occurring in advance of adequate empirical research on how students utilize and learn from such instructional resources. Research suggests that the effectiveness of any instructional tool depends on how well its design reflects human cognitive architecture. We hypothesize the implementation of a neuroanatomy e‐learning curriculum that takes students’ different learning abilities and preferences into consideration by incorporating equivalent material presented in multiple modalities (2D, 3D, and text), and is congruent with the principles of Cognitive Load Theory, will be more effective, and will result in improved student learning. Learning outcomes will be assessed using a pre‐test/post‐test knowledge measure. The student’s visuo‐spatial abilities will also be measured, and will be compared with each student’s self‐directed “e‐learning path”. A qualitative measure will also be administered to assess student satisfaction and preference for different modalities. Results of this study may be used to help establish guiding principles that will facilitate the design and implementation of effective and efficient e‐learning curricula tools that complement students’ unique learning strengths and needs.