The project involves incorporation of digital technology to create a 'blended curriculum' model to improve learning outcomes and retention in an introductory anatomy and physiology (A&P) course for Health Science majors. Use of a “blended curriculum” has received a great deal of attention as one of the best environments to engage diverse learners in traditional classroom teaching. Transitioning to a larger class size with students from multiple majors attributed a new pedagogical impediment (resulting in higher attrition rate), highlighting a critical need to improve student preparedness, learning outcomes and retention. A new paradigm in digital pedagogy and structural change was required to address the barrier of inadequate student success rate. By improving student preparedness through out-of-classroom online activities, one can potentially close the learning gap that may exist and make better use of in-class time. In this model of blended pedagogy, each individual student progress at his or her own speed through the online portion of the course materials, which are tagged with Bloom’s taxonomy levels. Furthermore, students can engage with remediation resources until they have achieved their desired level of success. The ‘backend’ analytics guide in-class teaching and discussions to meet areas of student need. In the A&P laboratory, students use a proprietary digital platform and data acquisition system to engage in hands-on physiological experiments along with online ‘bridge curriculum’ to connect lecture and lab concepts. Collectively, these technological implementations within the context of a blended curriculum model have incrementally improved student success and retention in A&P over the years (as evidenced by lower attrition, increased % of high performers, and performance on national board exams). In this workshop, the presenter will share the national award-winning model and strategies on using several technologies to create a rich student-centered learning environment.
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