Do active learning techniques promote higher academic performance in an online graduate anatomy course?
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| Title: | Do active learning techniques promote higher academic performance in an online graduate anatomy course? |
|---|---|
| Authors: | Bradley, L. J.1 (AUTHOR) bradl437@msu.edu, Meyer, K. E.2 (AUTHOR), Kerr, M. S.3 (AUTHOR), Maddux, S. D.4 (AUTHOR), Heck, A. J.5 (AUTHOR), Reeves, R. E.4 (AUTHOR), Handler, E. K.6 (AUTHOR) |
| Source: | Anatomical Sciences Education. Sep2025, Vol. 18 Issue 9, p972-984. 13p. |
| Abstract: | Human anatomy is a foundational course in graduate health professional programs. Given the increased enrollment in anatomy courses, along with the development of new technologies, institutions are increasingly compelled to provide alternative course formats, including online learning. Similarly, higher education is increasingly transitioning from traditional lecture‐based learning to methods that allow students to actively participate in their own learning process (i.e., active learning). Active learning has been shown to have many benefits, including enhanced academic performance. Few studies have investigated the impact of active learning techniques on students' academic performance in online graduate anatomy courses. This study investigates differences in examination performance following participation in four active learning techniques (jigsaw, team‐learning module, concept mapping, and question constructing). Specifically, this study investigated whether academic performance differed between learning objectives assigned to students during an active learning activity compared to non‐assigned learning objectives for each unit. One hundred seventy (170) students completed the online anatomy course. Results showed that academic performance generally did not significantly differ between students who participated in active learning (regardless of technique) and a control group. However, students who participated in active learning were found to perform significantly better on examination questions specifically related to the objective they were required to teach compared to the objectives they learned from their peers. The results of this study suggest that the benefits of active learning on academic performance are largely attributable to preparatory processes required for peer teaching, as recipient peer‐learners appear to gain minimal benefits from active learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Anatomical Sciences Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187780285 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Do active learning techniques promote higher academic performance in an online graduate anatomy course? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bradley%2C+L%2E+J%2E%22">Bradley, L. J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bradl437@msu.edu</i><br /><searchLink fieldCode="AR" term="%22Meyer%2C+K%2E+E%2E%22">Meyer, K. E.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kerr%2C+M%2E+S%2E%22">Kerr, M. S.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Maddux%2C+S%2E+D%2E%22">Maddux, S. D.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Heck%2C+A%2E+J%2E%22">Heck, A. J.</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Reeves%2C+R%2E+E%2E%22">Reeves, R. E.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Handler%2C+E%2E+K%2E%22">Handler, E. K.</searchLink><relatesTo>6</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Anatomical+Sciences+Education%22">Anatomical Sciences Education</searchLink>. Sep2025, Vol. 18 Issue 9, p972-984. 13p. – Name: Abstract Label: Abstract Group: Ab Data: Human anatomy is a foundational course in graduate health professional programs. Given the increased enrollment in anatomy courses, along with the development of new technologies, institutions are increasingly compelled to provide alternative course formats, including online learning. Similarly, higher education is increasingly transitioning from traditional lecture‐based learning to methods that allow students to actively participate in their own learning process (i.e., active learning). Active learning has been shown to have many benefits, including enhanced academic performance. Few studies have investigated the impact of active learning techniques on students' academic performance in online graduate anatomy courses. This study investigates differences in examination performance following participation in four active learning techniques (jigsaw, team‐learning module, concept mapping, and question constructing). Specifically, this study investigated whether academic performance differed between learning objectives assigned to students during an active learning activity compared to non‐assigned learning objectives for each unit. One hundred seventy (170) students completed the online anatomy course. Results showed that academic performance generally did not significantly differ between students who participated in active learning (regardless of technique) and a control group. However, students who participated in active learning were found to perform significantly better on examination questions specifically related to the objective they were required to teach compared to the objectives they learned from their peers. The results of this study suggest that the benefits of active learning on academic performance are largely attributable to preparatory processes required for peer teaching, as recipient peer‐learners appear to gain minimal benefits from active learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Anatomical Sciences Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/ase.70066 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 972 Titles: – TitleFull: Do active learning techniques promote higher academic performance in an online graduate anatomy course? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bradley, L. J. – PersonEntity: Name: NameFull: Meyer, K. E. – PersonEntity: Name: NameFull: Kerr, M. S. – PersonEntity: Name: NameFull: Maddux, S. D. – PersonEntity: Name: NameFull: Heck, A. J. – PersonEntity: Name: NameFull: Reeves, R. E. – PersonEntity: Name: NameFull: Handler, E. K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 19359772 Numbering: – Type: volume Value: 18 – Type: issue Value: 9 Titles: – TitleFull: Anatomical Sciences Education Type: main |
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