115 - Skipping Class? A Comparison of Student Assessment and Utilization of Pre-recorded Lectures in Anatomy

Poster Board Number: 115
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Educational research commonly uses previously collected data that can be used to identify areas of strength and weakness in learning. In the last five years, education has gone through changes where many students are assigned pre-recorded, online lectures. However, having the additional flexibility of this style of learning comes at the cost of needing more self-discipline to receive information key to success. The purpose of this study is to determine when and how often undergraduate students in anatomy are utilizing pre-recorded lectures and if there is any relationship with student assessment (i.e., weekly quizzes and exams).

At Indiana University-Bloomington, ANAT-A215 (Basic Human Anatomy) is offered each semester to pre-health professions students. This large enrollment class covers gross and microscopic anatomy and teaches approximately 480 students each semester. The course was switched to a flipped classroom style where students watched pre-recorded lecture videos (recorded using Kaltura and uploaded to Canvas learning platform) before attending in-class active learning sessions. Active learning sessions in the lecture hall were strongly encouraged (but not required) and there were opportunities to earn extra credit in these sessions, as a way to promote regular attendance. Assessments included weekly quizzes, 4 lecture exams, and 4 lab exams. Data about pre-recorded lecture views were mined for use by the e-learning lab at Indiana University, Bloomington, and reviewed by the authors. Student’s assessments were then gathered and compared with the timing and completion of their recorded lectures views. Statistical analyses were run using SPSS.

Initial results of student assessment and lecture recordings, demonstrate that overall viewership was low. Additional trends show greater student assessment when lecture viewership was higher. In addition, lecture recordings tended to have more student engagement during the beginning of each unit following an exam with a steady decline in viewership thereafter. Although these trends show students who watch more of the lecture videos tend to do better on their assessments, further analysis is needed. The implications of these results are substantial. With a flipped classroom, it is assumed students take time to watch pre-recorded videos. However, if students are not taking the time to interact with pre-assigned lectures, it may need to be reassessed how we distribute core information and what type of pre-class assignment they might better utilize.