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Comparison of Blended and Traditional Laboratory Format in Anatomy and Physiology Laboratory Sections
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, , University of the Incarnate Word, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

In order to solve problems of resource use and scheduling, the first semester Introductory Anatomy and Physiology laboratory was redesigned and offered as a blended (hybrid) course. Students who completed the course participated in a study that examined their experience in the blended course as compared to the second semester laboratory course offered in the traditional format. Subjects compared the blended and traditional format by completing a survey and participating in focus groups. Results were analyzed with descriptive statistics and by categorizing responses using qualitative methods. Overall, in comparing the two formats, students preferred the blended format (60%). The most common reasons cited were efficiency, convenience, and better use of time, while those who preferred the traditional format (33%) cited “too much homework,” “more individual learning,” and “easy to get behind” as disadvantages of the blended format.

Citation

McCormick, B. & Hall, S. (2018). Comparison of Blended and Traditional Laboratory Format in Anatomy and Physiology Laboratory Sections. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 18-26). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved December 11, 2019 from .

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