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A Virtual Laboratory and Game‐Based App to Facilitate Self‐directed Online Learning in Histology
Author(s) -
Swailes Nathan
Publication year - 2016
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.30.1_supplement.568.15
Subject(s) - laptop , computer science , memorization , virtual microscopy , multimedia , online learning , learning environment , virtual laboratory , human–computer interaction , psychology , mathematics education , medicine , pathology , operating system
The power of Virtual Microscopy (VM) lies in its potential for fully flexible and self‐directed online learning. We are currently developing two module‐based apps that will allow VM to achieve this potential by providing students with a complete, self‐directed and engaging learning experience that can function successfully entirely in the online environment. Since the introduction of VM at the University of Iowa in 2001, traditional bench‐based microscopy has slowly given way to VM labs that exist almost entirely online. This transition from benchtop to laptop has revealed a number of deficiencies that make the self‐directed online study of histology using VM problematic. For example: giving students access to only the tools of VM (viewer, slides, annotations) does not allow them to learn histology efficiently, they require some form of accompanying expert guidance VM allows no mechanism for providing students with feedback on their learning progress which makes it difficult for them to make decisions about where to focus their study VM offers students a limited number of digitized images to examine which promotes memorization over the development of analytical skills that are acquired only by comparing many similar specimens These deficiencies are currently tackled using the following methods: focused expert guidance is provided in the form of large group ‘pre‐lab’ sessions to help prepare students for engagement in online VM labs feedback on learning progress in the online environment is provided through the use of quizzes created using VM annotations a review of prior learning is held before exams to identify and address knowledge gaps. These sessions use a quiz and discuss approach to allow students to apply learned tissue analysis skills to images they have not previously encountered. Students typically perform well in histology assessment when these methods are employed as complementary to VM. However, the in‐class methods of preparing students for success in the online environment seem counter‐intuitive to achieving the goals of fully flexible and self‐directed online learning using VM. In order to maximize the quality and efficiency of learning histology online, VM must be accompanied by expert guidance and a better opportunity to hone tissue analysis skills. To achieve this we are developing two module‐based apps that complement VM: The Virtual Laboratory provides students with the focused expert guidance they need, when they need it, during the online VM experience. The Game‐Based Testing App is a motivating and engaging way to provide students with the necessary feedback on their progress in learning histology is designed to test tissue analysis skills by quizzing students on images they have not yet encountered. We hope to present prototypes of these new tools for improving the teaching and learning of histology online.