Questionable benefit of visual and peer mediated learning on overall learning outcomes of a first-year physiology course

Ernst, Hardy, McGahan, William T. and Harrison, John (2015) Questionable benefit of visual and peer mediated learning on overall learning outcomes of a first-year physiology course. International Journal of Mobile and Blended Learning, 7 1: 25-40. doi:10.4018/ijmbl.2015010103

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Author Ernst, Hardy
McGahan, William T.
Harrison, John
Title Questionable benefit of visual and peer mediated learning on overall learning outcomes of a first-year physiology course
Journal name International Journal of Mobile and Blended Learning   Check publisher's open access policy
ISSN 1941-8655
1941-8647
Publication date 2015-01-01
Year available 2015
Sub-type Article (original research)
DOI 10.4018/ijmbl.2015010103
Volume 7
Issue 1
Start page 25
End page 40
Total pages 16
Place of publication Hershey, PA United States
Publisher IGI Global
Collection year 2016
Language eng
Formatted abstract
This paper reports on attempts to incorporate creative visual literacy, by way of student owned technology, and sharing of student-generated multimedia amongst peers to enhance learning in a first year human physiology course*. In 2013, students were set the task of producing an animated video, which outlined the pathogenesis of a chosen disease. Students were then encouraged to view each other's videos. Students in the same course in 2012 engaged in a purely written, non-shared task. The depth of topic understanding did not change between 2012 and 2013. Moderating for cohort variation, students in 2013 showed poorer overall learning outcomes** than students in the 2012 cohort. The authors speculate that the peer mediated aspect of the learning activity failed, and that the video task was disruptive to wider learning, due to it being time consuming and unfamiliar to students.

* We refer to a “course” as a semester long program/unit of learning activities, around a specific subject, for which a grade and credit towards a degree is awarded upon successful completion. A full time study load at the University of Queensland typically involves four courses a semester.

**By “learning outcomes” we refer in general terms to the knowledge and understanding of prescribed course content displayed by students through their scores for summative course assessment.
Keyword Mobile learning
Peer mediated learning
Student generated learning
Student generated multimedia
Visual literacy
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2016 Collection
School of Communication and Arts Publications
School of Biomedical Sciences Publications
 
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Created: Tue, 31 Mar 2015, 01:44:53 EST by System User on behalf of School of Biomedical Sciences