Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes

Autor: Javier Torralba-Estelles, Miguel Ángel Jiménez-Rodríguez, Nadia Fernández-Ehrling, Fernanda Garzón-Farinós, Marcelo Pérez-Bermejo, Javier Ferrer-Torregrosa
Rok vydání: 2015
Předmět:
Models
Educational

020205 medical informatics
Higher education
Attitude of Health Personnel
media_common.quotation_subject
Distance education
Video Recording
Metacognition
02 engineering and technology
Augmented reality
Space (commercial competition)
Flipped classroom
Education
Education
Distance

03 medical and health sciences
User-Computer Interface
0302 clinical medicine
ECTS
Perception
Pedagogy
0202 electrical engineering
electronic engineering
information engineering

Mathematics education
Humans
Learning
030212 general & internal medicine
Education
Graduate

media_common
Medicine(all)
business.industry
General Medicine
Anatomy
Problem-Based Learning
Autonomous learning
Medical Writing
Spain
Academic Training
Educational Measurement
business
Psychology
Computer-Assisted Instruction
Program Evaluation
Research Article
Zdroj: BMC Medical Education
ISSN: 1472-6920
Popis: Background The establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor’s help. Methods Three teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study. Results The results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids. The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group. Conclusions This research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.
Databáze: OpenAIRE