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Successful Integration of Asynchronous Collaborative
Learning Into the Traditional Anatomy and Physiology Classroom
Susan M. Caley Opsal
Anatomy & Physiology Instructor
Illinois Valley Community College
Sue_CaleyOpsal@ivcc.edu
ABSTRACT
In a pilot project completed during the fall 2001 semester, I used online
collaboration as a way of integrating an environmental theme into the content
of Human Anatomy and Physiology I (BIO 1007). Students did research on
bioterrorism and anthrax infection, which culminated in a “fact sheet” about
anthrax infection. Students met with their groups both during class and
online and were required to post all assignments to their private group
conferences. Groups were monitored throughout the semester to ensure 100%
participation. Course and project-specific evaluations at the end of the
semester suggested the project resulted in a more well-connected class,
with the majority of students appreciating the benefits of using online
discussions. The successful outcome of this project suggests the possibility
of offering BIO 1007 as a reduced-seat time course, where some course content
and objectives would be covered online in lieu of meeting face to face.
KEYWORDS
Asynchronous/online discussions, WebBoard, collaborative learning,
reduced seat-time
INTRODUCTION
WebBoard is an online discussion thread that is password-protected and
known for its ease of use. When used effectively, it can be a powerful
addition to the traditional classroom. It can be used to build strong learning
communities among students that will last throughout the academic year. Many
science courses that have laboratory components are not suited for the
online environment in their entirety. Human anatomy and physiology (AP)
labs have a highly visual, hands-on approach to teaching that involves
the use of cat dissection and laboratory experiments for much of the course
content. The use of three-dimensional anatomical models and charts, cadavers,
and cat dissection makes it difficult to imagine this part of the course
being offered completely online. However, the lecture component of AP,
which centers on classroom discussions related to physiology and homeostatic
imbalances (diseases), makes this part of the course quite adaptable to
an online collaborative discussion format.
BIO 1007 is the first semester of Human Anatomy and Physiology and meets
one night per week for lecture and one night per week for lab. Because
students only meet once per week for lecture, online discussions can be
used to keep them engaged in course content outside of classroom, thus
leading to increased exposure to the topics at hand. WebBoard has been
used for this purpose for the past three years, and in recent semesters
I have focused my attention on using asynchronous collaborative projects
to incorporate a case study approach that allows students to discover how
anatomy and physiology relate to their everyday lives.
When used ineffectively, students in a traditional classroom may resent
going online to complete certain course assignments and objectives. I
intended to engage learners in discussions that would help build a sense
of community among the class. My objectives included the following:
1. Engage
students in online discussions that utilized various science web sites,
allowing them to gather, collate and synthesize information as it applies
to human anatomy and physiology
2. Improve
students’ ability to critically evaluate, analyze and synthesize science
information
3. Integrate
an environmental theme into the first semester Human Anatomy and Physiology
course (BIO 1007), using bioterrorism and anthrax as a case study
4. Discover
if using case studies increases student involvement with asynchronous collaborations
and course concepts
METHOD
My original plan was to use environmental contaminants, such as lead and
radium, to stimulate student interest and ability to apply course concepts
to real-world examples. Following the terrorist attacks on the World Trade
Center on 9/11/01, I felt a need and urgency to change my focus. In keeping
with the environmental theme from the original plan, I used anthrax, a
widely distributed microorganism found commonly in the soil, as the focus
of online group projects for the fall semester. The contamination of the
U.S. mail, which followed the 9/11 attacks, became a real-world case study
of bioterrorism.
Students were divided into eight groups of 4-6 people and given a total
of five assignments over the semester. Although groups were given some
lecture time to hold group meetings, they were expected to use private
group conferences to confer with each other. I was able to follow the
private conferences, and it became a good way to ensure participation of
all students. Rubrics were given in advance, outlining the grading criteria.
The group project was divided into five parts (Table 1). Assignment guidelines
were posted on WebBoard. Assignment One was designed to familiarize students
with WebBoard and the Internet. The culmination of the project included
a final synthesis of information that would be in the form of a “Fact Sheet” about
anthrax infection. Students were graded on each assignment as it was completed
throughout the semester.
Table 1: Summary of the 5 Assignments for the Collaborative Learning
Project
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Assignment 1
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Review criteria for evaluating
informational Web sites using the following Web resource: http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluation/webeval.htm
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Assignment 2
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Visit Centers for Disease
Control Web site at http://www.cdc.gov to find information regarding
the epidemiology of anthrax infection
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Assignment 3
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Visit the International Policy
Institute for Counter-Terrorism at http://www.ict.org.il/ and
compare and contrast chemical and biological warfare. In addition,
each group was to locate another Web resource on bioterrorism and
state a different organism that the author is concerned other countries
might use, and why they might use it.
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Assignment 4
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Groups were to investigate
the capabilities of other countries in terms of launching a biological
attack on the United States, plausible methods for dispensing
anthrax into the environment, how our country can best prepare
for such an attack, and the group’s opinion of whether a serious
attack is likely, and why
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Assignment 5
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Development of a Fact
Sheet on Anthrax infection detailing the three forms, their epidemiology,
sources cited, and where the public can get more information
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Each week students were reminded why group projects were a component of
the course. The reasons included: providing students the opportunity to
hone their skills at working with others; increased exposure to resources
on the Internet and using technology effectively; improving their ability
to think critically and evaluate science information; and enhancing their
awareness of the politics of the world, which directly impact us all.
CHALLENGES AND ROADBLOCKS
BIO 1007 is demanding of students in terms of the extra time outside the
classroom necessary for reading, synthesizing information, studying lab
materials, and learning new vocabulary words. Because of these demands,
it has been difficult to successfully incorporate online projects without
getting negative feedback from students regarding the amount of extra time
involved with the course, which was typically attributed to the online
components of the course. Students have expressed in the past that the
online work takes time away from studying the core course objectives. This
is a valid criticism, which is why projects must be designed carefully
and related to lecture content whenever possible. The most challenging
aspect of this type of project involves convincing students of the basic
value of the assignments, and how they relate to both the course objectives
and institutional general education objectives. It is important to remind
students throughout the project about the reasons (objectives) for assigning
the online work. I posted my objectives in WebBoard and also included
them in PowerPoint lectures each week. This seemed to help achieve student “buy-in,” and
reduced negative feelings about the assignments.
The most surprising aspect of the project was how well the more than thirty
students worked together within their small groups. There were no unmanageable
personality conflicts along the way, and everyone appeared to pull their
weight throughout the semester.
EVALUATION
All groups successfully completed the project. The eight Anthrax Fact
Sheets were collated (each group contributed one section to the fact sheet)
and posted on the course Web site (http://www.ivcc.edu/caley). At the end of the
semester, students were given two evaluation instruments to express their
opinions regarding the online collaborations.
The “Group Work Reality Check” included questions that allowed students
to reflect both on their own participation in the project and how students
perceived others’ participation. One hundred percent of the students (n=24)
felt they completed all their assigned tasks. One student admitted being
late with one assignment. All but one student said they were really committed
to the project and participated actively. All but one student agreed their
team members were committed to the project. Eighty-three percent of the
students felt the use of private group conferences in WebBoard was an effective
way of interacting with their group members. Twelve percent were not sure.
The second evaluation instrument was a student evaluation of resources
available on the course Web site. Students were to check one of three
responses: 1) Keep, 2) Eliminate, or 3) Enhance/Modify with reference
to the online components of the course (Figure 1). Of the 24 students
who completed the survey, 79% selected Keep WebBoard discussions, 8% Enhance/Modify,
and 12.5% Eliminate. Seventy-five percent chose Keep online group discussions,
8% Enhance/Modify, and 17% Eliminate. Forty-six percent selected Keep
online group assignments, 8% Enhance/Modify, and 42% Eliminate.
These results suggest that the majority of students felt the online component
of BIO 1007 was a useful feature of the course. Even though only 46% selected “Keep
online group assignments,” this was not surprising. Students are often
uncomfortable working with others to complete assignments, particularly
when some students do not pull their own weight.
It was my intention that each of the five WebBoard assignments would be
brief, so students could focus on all assignments equally. Two students
(8%) indicated on an evaluation they felt the assignments were too long
and involved, which I consider a very low percentage. One possible explanation
to account for this positive result may be that by reminding students each
week about the objectives of the group assignments, students were convinced
of the value of their collaborative efforts. Also, following the events
of 9/11, it was not difficult for students to relate world political events
and the very real threat of bioterrorism to their own lives. It was most
ironic that IVCC faculty had chosen an environmental theme for that academic
year, as the subject of bioterrorism in general fits into the discussion
of this broader theme.
I feel the objectives of the pilot project were successfully met. Students
were engaged in online collaborations that required the use of a variety
of science informational Web sites. They effectively gathered, collated
and synthesized information that led to the formation of their own conclusions
regarding the events of 9/11. Students became more critical of the sources
of information they found on the Internet. The collaborative learners
formed a cohesiveness that led them as a group to more effective classroom
participation and behaviors characteristic of successful students.
The students’ responses regarding using WebBoard for collaborating and
submitting assignments exceeded my expectations. I was impressed with
how hard the students worked on the assignments throughout the semester
and the teamwork that was displayed within most groups. I saw a strong
community of learners building on their knowledge by utilizing the vast
resources available to them on the Internet. It seemed as though the students
who struggled with the “regular” course content in anatomy and physiology
appreciated the assignments as a way to help improve their overall course
grade. Other students felt that the assignments included too much work,
and that this took away from their study time.
Anatomy and physiology students, who are typically allied health professions
majors, know they will need to understand the basic principles learned
in anatomy for future courses. This makes the average anatomy student
very focused and goal-specific. It is always a challenge to get them to
accept the idea of doing extra assignments or work outside of the classroom. It
is also a challenge to get night students to actively take part in the
learning process. They often prefer to sit back and let the lecture instructor
take charge. Passive learning has been the historical model that students
still come to expect in the classroom.
The asynchronous discussions were used effectively, based on a response
rate of 79% of students who indicated I should keep general WebBoard discussions
in BIO 1007. I found it very interesting, although not surprising, that
75% wanted to keep the online group discussions, but
only 46% voted to keep the online group assignments. Students
are often uncomfortable when problems arise within a group and have difficulty
dealing with conflict. I reminded students that although poor group dynamics
might make them uncomfortable, this was a valuable learning experience
that would give them the tools necessary to solve problems in the work
place. I will continue to strive for increased acceptance of online collaborations
in BIO 1007.
SUMMARY AND RECOMMENDATIONS
In summary, the use of online collaborative learning can be successful
in the rigorous anatomy and physiology classroom. Careful planning and
outlining of objectives prior to the start of the semester, and continual
reminders given to the students regarding these objectives, were key components
to the success of this project. Carefully outlined objectives are also
an important part of evaluating whether you have achieved your goals as
an instructor.
In future implementations, I will streamline the assignments to make them
less demanding in terms of the time commitment demanded from the students. Instead
of using a broad theme, such as bioterrorism, I will work to develop short
case studies that directly tie form (anatomy) with function (physiology)
by using human diseases that require Internet research.
I am continually adjusting the online components of the course in an attempt
to find a balance between covering subject-specific objectives and also
covering the general education goals set forth by our institution. The
use of the student evaluation instruments was imperative in order for me
to objectively review the success of the online collaborations. Without
them, I could have easily concluded that many students did not
appreciate the benefits of using asynchronous discussions in class, when
in fact the vast majority of them did. Although I feel Human Anatomy and
Physiology is not suitable as an online course in its entirety at this
time, these data suggest offering a portion of BIO 1007 for reduced seat-time
would be a successful venture in future semesters.
ACKNOWLEDGEMENTS
I would like to thank the Illinois Valley Community College Center
for Excellence in Teaching, Learning and Assessment for
providing funding for the development and implementation of this project. I
would also like to thank Koshu Jagasia for her comments and suggestions
regarding the manuscript.
BIOGRAPHICAL STATEMENT
Susan Caley Opsal holds a Masters degree in Biology from the University
of Wisconsin–Eau Claire and has been an Anatomy and Physiology Instructor
at Illinois Valley Community College since 1995. Early in her career she
began using the Internet for instruction and has developed a wide array
of online resources for her students over the years that includes lecture
outlines, online quizzes, lab images, and lecture prep questions. During
the last three years she has been maximizing the effectiveness of asynchronous
communications using WebBoard in her two-semester sequence of Anatomy and
Physiology, which meets at night. Sue has also been involved with faculty
technology training and has assisted many IVCC faculty members in developing
their own web pages for instruction. She has presented her work in instructional
technology both at the regional and national level, which includes presentations
at the 1999 ION Faculty Summer Institute and the 1999 League
for Innovation in the Community College technology conference
in Chicago.
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