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Carr SE, Wilson TE, Slone SA, Karanja LW, Osterhage JL. Assigned group work is associated with increased student motivation and perceptions of belonging in an asynchronous online physiology laboratory course. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:593-602. [PMID: 38813606 DOI: 10.1152/advan.00064.2024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Revised: 05/24/2024] [Accepted: 05/24/2024] [Indexed: 05/31/2024]
Abstract
With the rise of online instruction, a better understanding of the factors that contribute to belonging and motivation in these contexts is essential to creating optimal learning environments. Although group work is known to be beneficial to student success, few studies have investigated its role in the context of asynchronous online courses. The present study addresses this gap through a survey of 146 undergraduate students in an asynchronous online physiology lab over two semesters, one with required group work and one without group work. Students were surveyed to evaluate the influence of group work on their motivation and sense of belonging, as well as their perceptions of inclusive and exclusive features of the course. Students assigned to groups had a higher sense of belonging (P = 0.006) and beliefs about their competence (P = 0.002) and perceived lower effort and psychological costs associated with the course (P = 0.04 and 0.04, respectively) compared to students not assigned to groups. Students assigned to groups reported that peer interactions made them feel included in the course (70% of coded responses) while those not assigned to groups valued instructor interactions (51% of coded responses) as inclusive. Negative peer interactions were commonly reported as exclusive by students assigned to groups (28% of coded responses) while a lack of peer interactions (23% of coded responses) made students not assigned to groups feel excluded. These data indicate that assigning groups in asynchronous online courses is an effective way to increase student motivation and perceptions of belonging.NEW & NOTEWORTHY This study explores the effect of assigned group work in an asynchronous online physiology laboratory course on student motivation and belonging. Students' perceptions of belonging and competence-related beliefs were higher, and effort and psychological costs were lower, when assigned to groups compared to students not assigned to groups. Students assigned to groups noted peer interactions as the most inclusive aspect of the course, whereas instructor interactions were noted as inclusive by those not assigned group work.
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Affiliation(s)
- Shea E Carr
- Department of Biology, University of Kentucky, Lexington, Kentucky, United States
| | - Thad E Wilson
- Department of Physiology, University of Kentucky, Lexington, Kentucky, United States
| | - Stacey A Slone
- Dr. Bing Zhang Department of Statistics, University of Kentucky, Lexington, Kentucky, United States
| | - Leila W Karanja
- Department of Biology, University of Kentucky, Lexington, Kentucky, United States
| | - Jennifer L Osterhage
- Department of Biology, University of Kentucky, Lexington, Kentucky, United States
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Wong AHP, Wong LW, Low ICC. Mobile application-assisted graded exercise practical: a remote teaching strategy to promote motivation and experiential learning in exercise physiology. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:215-221. [PMID: 36825624 DOI: 10.1152/advan.00231.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2022] [Revised: 01/18/2023] [Accepted: 02/21/2023] [Indexed: 06/18/2023]
Abstract
Practical classes are critical instructional activities in facilitating learning and motivation in health sciences education. With increasing pedagogical activities being conducted in virtual or remote settings, this study assessed how a remote practical assisted by physiological monitoring smartphone applications impacted student motivation and the achievement of intended learning outcomes in exercise physiology teaching. A total of 24 students (out of 30; 80%) were surveyed via a mixed-methods questionnaire containing 27 closed-ended, and 3 the traditional in-class practical in randomized order. Unpaired Student's t tests were performed for comparisons between interventions with a significance level set at P < 0.05. Students reported that both remote and in-class practicals strongly facilitated the achievement of learning outcomes. Self-reported scores for student satisfaction and perceived achievement of learning outcomes were similar between the two practical methodologies. Student motivation scores assessed using the Lab Motivation Scale revealed that students were more motivated during the remote practical, particularly in the effort domain (P < 0.05). This was in line with the identified themes from the qualitative responses that indicated that the remote practical was more engaging than the in-person practical, with greater opportunities for experiential learning and class involvement being the main factors underlying these findings. Taken together, remote practicals can be critical aspects of a blended learning curriculum that encourages student engagement and experiential learning. With further advancements in physiological monitoring wearables and smartphone technologies, remote practicals can be potential alternatives to traditional in-person practicals in exercise physiology teaching.NEW & NOTEWORTHY Remote practical classes, supported by physiological monitoring smartphone applications, were assessed for their utility in facilitating learning and raising student motivation in health sciences education in this study. A comparison of remote practicals with traditional in-class practicals revealed that a remote practical is an effective method for reinforcing physiology learning objectives with the added advantage of increased student motivation. The added value of remote practicals may be attributed to more experiential learning opportunities and increased engagement levels.
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Affiliation(s)
- Amanda Huee-Ping Wong
- Department of Physiology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Lik-Wei Wong
- Department of Physiology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Ivan Cherh Chiet Low
- Department of Physiology, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
- Human Potential Translational Research Programme, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Yousef AMF, El-Haleem AMA, Elmesalawy MM. Identifying Success Criteria for Sustainable AI-based Online Laboratory Courseware System. 2022 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) 2022. [DOI: 10.1109/educon52537.2022.9766563] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
Affiliation(s)
| | - Ahmed M. Abd El-Haleem
- Helwan University,Faculty of Engineering,Electronics and Communications Engineering Department,Cairo,Egypt
| | - Mahmoud M. Elmesalawy
- Helwan University,Faculty of Engineering,Electronics and Communications Engineering Department,Cairo,Egypt
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Zhang X, Al-Mekhled D, Choate J. Are virtual physiology laboratories effective for student learning? A systematic review. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:467-480. [PMID: 34142876 PMCID: PMC8238440 DOI: 10.1152/advan.00016.2021] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/02/2021] [Revised: 04/26/2021] [Accepted: 05/02/2021] [Indexed: 05/30/2023]
Abstract
It is unclear if the transition from traditional, in-person physiology laboratories to virtual alternatives has educational impacts on students. This study used a systematic review to critically evaluate research papers that investigated the effectiveness of virtual physiology laboratories for student learning. Eleven studies, retrieved from the Education Resources Information Center (ERIC) and Ovid MEDLINE databases, were selected for inclusion in this review, based on predetermined eligibility criteria. Subsequently, the studies went through a power analysis for potential biases before their results were synthesized and analyzed. This systematic review found that virtual physiology laboratories are effective for students' learning of concepts. However, it was inconclusive as to whether virtual physiology laboratories are effective for students' motivation for learning and learning of technical skills. It was found that blended models of virtual laboratories are at least as effective as in-person laboratories for conceptual learning. Overall, this systematic review provides useful insights for educators regarding the educational impacts of implementing virtual laboratories into the physiology curriculum and suggests research models for future evaluation of virtual laboratories.
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Affiliation(s)
- Xinyu Zhang
- Department of Physiology, Monash University, Victoria, Australia
| | | | - Julia Choate
- Department of Physiology, Monash University, Victoria, Australia
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Choate J, Aguilar-Roca N, Beckett E, Etherington S, French M, Gaganis V, Haigh C, Scott D, Sweeney T, Zubek J. International educators' attitudes, experiences, and recommendations after an abrupt transition to remote physiology laboratories. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:310-321. [PMID: 33861153 DOI: 10.1152/advan.00241.2020] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 02/14/2021] [Indexed: 06/12/2023]
Abstract
The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: "What were the changes to physiology laboratories in response to the COVID-19 pandemic?" These narratives probed educators' attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories postpandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.
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Affiliation(s)
- Julia Choate
- Department of Physiology, Monash University, Melbourne, Australia
| | - Nancy Aguilar-Roca
- School of Biological Sciences, University of California, Irvine, California
| | - Elizabeth Beckett
- Medical School, Faculty of Health and Medical Sciences, University of Adelaide, Adelaide, Australia
| | - Sarah Etherington
- College of Science, Health, Engineering, and Education, Murdoch University, Perth, Australia
| | - Michelle French
- Department of Physiology, University of Toronto, Toronto, Canada
| | - Voula Gaganis
- College of Medicine and Public Health, Flinders University, Australia
| | - Charlotte Haigh
- School of Biomedical Sciences, University of Leeds, Leeds, United Kingdom
| | - Derek Scott
- School of Medicine, Medical Sciences, and Nutrition, University of Aberdeen, Aberdeen, United Kingdom
| | - Terrence Sweeney
- Department of Biology, The University of Scranton, Scranton, Pennsylvania
| | - John Zubek
- Department of Physiology, Michigan State University, East Lansing, Michigan
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Stokes JA, Silverthorn DU. Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:290-298. [PMID: 33851858 DOI: 10.1152/advan.00190.2020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2020] [Accepted: 02/05/2021] [Indexed: 06/12/2023]
Abstract
This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.
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Affiliation(s)
- Jennifer A Stokes
- Department of Kinesiology; Southwestern University, Georgetown, Texas
| | - Dee U Silverthorn
- Department of Medical Education, Dell Medical School, University of Texas, Austin, Texas
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Zemanova MA, Knight A. The Educational Efficacy of Humane Teaching Methods: A Systematic Review of the Evidence. Animals (Basel) 2021; 11:E114. [PMID: 33430457 PMCID: PMC7827170 DOI: 10.3390/ani11010114] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 12/16/2020] [Accepted: 01/05/2021] [Indexed: 02/07/2023] Open
Abstract
Humane alternatives to harmful educational animal use include ethically-sourced cadavers, models, mannequins, mechanical simulators, videos, computer and virtual reality simulations, and supervised clinical and surgical experiences. In many life and health sciences courses, however, traditional animal use persists, often due to uncertainty about the educational efficacy of humane alternatives. The most recent comprehensive reviews assessing learning outcomes of humane teaching methods, in comparison to harmful animal use, were published more than 10 years ago. Therefore, we aimed to collate and analyse the combined evidence from recent and older studies about the efficacy of humane teaching methods. Using specific search terms, we systematically searched the Web of Science, SCOPUS, and EMBASE databases for relevant educational studies. We extracted information on publication years, the country in which the study was conducted, field, humane teaching methods, form of learning outcome assessment, and the learning outcome of the humane teaching methods, in comparison with harmful animal use. We found 50 relevant studies published from 1968-2020, primarily stemming from the USA, UK, and Canada. Humane teaching methods produced learning outcomes superior (30%), equivalent (60%), or inferior (10%) to those produced by traditional harmful animal use. In conclusion, a wide-spread implementation of humane teaching methods would not only preserve learning outcomes, but may in fact be beneficial for animals, students, educators, and institutions.
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Affiliation(s)
- Miriam A. Zemanova
- Animalfree Research, Postgasse 15, 3011 Bern, Switzerland
- Centre for Compassionate Conservation, University of Technology Sydney, Ultimo, NSW 2007, Australia
- Oxford Centre for Animal Ethics, 91 Iffley Road, Oxford OX4 1EG, UK
| | - Andrew Knight
- Centre for Animal Welfare, University of Winchester, Winchester SO22 4NR, UK;
- School of Environment and Science, Nathan Campus, Griffith University, 170 Kessels Rd, Nathan, QLD 4111, Australia
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