Jigsaw & Anatomy

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<ul><li> 1. The Effects of Virtual Labs and Cooperative Learning on Student Achievement and Motivation in Anatomy Instruction. <ul><li>Andy Saltarelli, Ph.D. </li></ul></li></ul> <ul><li>Faculty Center for Innovative Teaching </li></ul> <ul><li>Central Michigan University </li></ul> <ul><li>facit.cmich.edu </li></ul> <ul><li>William Saltarelli, Ph.D. </li></ul> <ul><li>College of Health Professions </li></ul> <ul><li>Central Michigan Univeristy </li></ul> <p> 2. </p> <ul><li>300 students per semester </li></ul> <ul><li>4 credit course </li></ul> <ul><li>15 lab sections taught by 7 GAs </li></ul> <ul><li>1 large lecture and 2 labs per week </li></ul> <ul><li>DEW ~30% </li></ul> <p>HSC 214 Human Anatomy 3. HSC 214 Anatomy Study Virtual Labs via Simulation Software Anatomy &amp; Physiology Revealed 3.0 (APR) Cooperative Learning via Jigsaw (Johnson &amp; Johnson, 1998)Two Interventions 4. Study #1 Spring 2010APR Only LabCadaver Only Lab Simulated Lab Cadaver Lab </p> <ul><li>Conclusions: </li></ul> <ul><li>Results: Cadaver-only students performed better than APR-only </li></ul> <ul><li>Explanation: We did not teach students how to use the APR software well and perceptions of software were poor </li></ul> <ul><li>Solution: Infuse active learning (e.g., cooperative learning) to ameliorate observed negative effects of simulation software</li></ul> <p>VS 5. Study #2 Fall 2011Experimental-control Study: 2 Instructional Technology (APR, Cadaver) X 2 Cooperative Learning (Jigsaw, No Jigsaw) APR+JigsawAPR+IndividualCadaver+Jigsaw Cadaver+Individual APR Software Cadaver Only Jigsaw Individual 6. Study #2 Fall 2011Jigsaw + APR Software 7. Study #2 Results</p> <ul><li>Quantitative: </li></ul> <ul><li>Outcome Variables </li></ul> <ul><li><ul><li>Achievement (Quiz Grade, 1-Week Retention, Overall Course Grade) </li></ul></li></ul> <ul><li><ul><li>Intrinsic Motivation (Relatedness, Interest, Value) </li></ul></li></ul> <ul><li><ul><li>Cooperative Perceptions (Cooperative, Competitive, Individualistic) </li></ul></li></ul> <ul><li><ul><li>Conflict Regulation (Epistemic, Relational) </li></ul></li></ul> <ul><li><ul><li>Attitude Toward Technology </li></ul></li></ul> <p> 8. Achievement Results Result: Students who participated in the jigsaw activity performed better* than those that didnt on the 1-week retention quiz .*Wilks's =.97,F (1,218) p= .04 9. Results:AchievementResult: Students who studied with APR in lab performed worse on the intial quiz, but the same as cadaver-only on the 1-week retention quiz. 10. Results:MotivationResult: Students who participated in the jigsaw activity had higher motivation* than those who didnt participate.*F=5.96, P=.01 11. Results:MotivationResult: Students who studied with APR in lab had lower motivation* than cadaver-only students.*F=28.83, P</p>