Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes

BMC Medical Education

Research Article

Javier Ferrer-Torregrosa¹  Fernanda Garzón-Farinós¹  Javier Torralba-Estelles¹  Miguel Ángel Jiménez-Rodríguez²  Nadia Fernández-Ehrling³  Marcelo Pérez-Bermejo⁴ 

[1] Department of Podiatry, School of Physiotherapy and Podiatry, Catholic University of Valencia San Vicente Martir, C/ Ramiro de Maeztu 14, 46900, Torrente, Spain;Didactics and Educational Innovation, School of Psychology, Teaching and Educational Sciences, Catholic University of Valencia San Vicente Martir, Valencia, Spain;Doctoral School Catholic University of Valencia San Vicente Martir, Valencia, Spain;Faculty of Nursing, Catholic University of Valencia San Vicente Martir, Valencia, Spain;

关键词: ECTS;    Flipped classroom;    Metacognition;    Anatomy;    Augmented reality;    Autonomous learning;   

DOI  :  10.1186/s12909-016-0757-3

 received in 2015-12-11, accepted in 2016-08-25,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundThe establishment of the ECTS (European Credit Transfer System) is one of the pillars of the European Space of Higher Education. This way of accounting for the time spent in training has two essential parts, classroom teaching (work with the professor) and distance learning (work without the professor, whether in an individual or collective way). Much has been published on the distance learning part, but less on the classroom teaching section. In this work, the authors investigate didactic strategies and associated aids for distance learning work in a concept based on flipped classroom where transmitting information is carried out with aids that the professor prepares, so that the student works in an independent way before the classes, thus being able to dedicate the classroom teaching time to more complex learning and being able to count on the professor’s help.MethodsThree teaching aids applied to the study of anatomy have been compared: Notes with images, videos, and augmented reality. Four dimensions have been compared: the time spent, the acquired learnings, the metacognitive perception, and the prospects of the use of augmented reality for study.ResultsThe results show the effectiveness, in all aspects, of augmented reality when compared with the rest of aids.The questionnaire assessed the acquired knowledge through a course exam, where 5.60 points were obtained for the notes group, 6.54 for the video group, and 7.19 for the augmented reality group. That is 0.94 more points for the video group compared with the notes and 1.59 more points for the augmented reality group compared with the notes group.ConclusionsThis research demonstrates that, although technology has not been sufficiently developed for education, it is expected that it can be improved in both the autonomous work of the student and the academic training of health science students and that we can teach how to learn. Moreover, one can see how the grades of the students who studied with augmented reality are more grouped and that there is less dispersion in the marks compared with other materials.

【 授权许可】

CC BY   
© The Author(s). 2016