The assessment structure around which students are evaluated in a course across key assignments.
Published in Chapter:
Technology-Enhanced Student Learning, Improved Engagement, and Performance in an Anatomy and Physiology Course
Clement G. Yedjou (Florida A&M University, USA), Lekan M. Latinwo (Florida A&M University, USA), Richard Alo (Florida A&M University, USA), Caroline O. Odewumi (Florida A&M University, USA), and Phyllis Y. Reaves (Florida A&M University, USA)
Copyright: © 2022
|Pages: 16
DOI: 10.4018/978-1-6684-5332-2.ch008
Abstract
The use of technologies at Florida Agricultural and Mechanical University allows faculty to create interactive learning materials. This model of instruction has proven to be very successful, especially with online instructors reporting an increase in independent thinking, improved integration of information, and an increase in students' ability to answer their own questions. Therefore, the central goal of the chapter was to enhance anatomy and physiology (AP) course resources and incorporate the use of interactive visual interfaces and software that facilitate visual analytics tasks and offer the learners the acquire knowledge. To achieve the goal, the authors designed and implemented innovative curriculum resources into AP courses. Student performance was evaluated based on class attendance, discussion forum, computerized homework, and proctored exams. Data showed that students performed better when taught face-to-face with technology. The use of technologies enhanced the course by providing a novel comprehensive approach to improving student productivity.