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Engaging Allied-Health Students with Virtual Learning Environment Using Course Management System Tutorial Site

    Authors: Andrew Nguyen1, Mangala Tawde1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biological Sciences and Geology, Queensborough Community College, CUNY, Bayside, NY 11364
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 May 2014
    • Supplemental materials available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: Department of Biological Sciences and Geology, Queensborough Community College, CUNY, 222-05 56th Ave., Bayside, NY 11364. Phone: 718-631-6335. Fax: 718-631-6678. E-mail: mtawde@qcc.cuny.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 47-48. doi:10.1128/jmbe.v15i1.661
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    Abstract:

    Human Anatomy and Physiology I and II are major gateway courses into nursing and other health related sciences careers. Being a New York City community college, the students at Queensborough Community College are highly diverse not only in their ethnic and cultural background, but also in the levels of preparedness. When they take Human Anatomy-Physiology I as the first pre-requisite class, many are either freshman or returning students after a hiatus. Many students lack formal training in Science or Biology and are overwhelmed by the depth and immensity of the material presented in above courses. Though the enrollment for these classes is heavy; above factors lead to high attrition rates. However one common feature of this new generation of students is their access and familiarity to the internet, digital technology and other techno gadgets such as smart phones, tablets, etc. Though it is hard for us to accept, it is a fact that today’s generation of students (generation Y) is more techno savvy and these gadgets engage (or distract) them more than books. This indicated a clear need for developing alternatives to traditional teaching methods to engage students of an urban community college setting. We decided to investigate if a web-based supplemental tutorial would help engage these students and thus help them build their course knowledge base to improve their academic performance.

Key Concept Ranking

Lead
1.0
Microscopy
0.86165416
Spring
0.75
Microscopes
0.60217875
Enzymes
0.5182875
1.0

References & Citations

1. American Association for the Advancement of Science 2011 Vision and change in undergraduate biology education: a call to action [Online.] http://visionandchange.org/finalreport
2. Scheidet R 2003 Improving student achievement by infusing a web-based curriculum into global history J Res Tech Educ 36 1 77 94 10.1080/15391523.2003.10782405 http://dx.doi.org/10.1080/15391523.2003.10782405
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/content/journal/jmbe/10.1128/jmbe.v15i1.661
2014-05-01
2017-09-26

Abstract:

Human Anatomy and Physiology I and II are major gateway courses into nursing and other health related sciences careers. Being a New York City community college, the students at Queensborough Community College are highly diverse not only in their ethnic and cultural background, but also in the levels of preparedness. When they take Human Anatomy-Physiology I as the first pre-requisite class, many are either freshman or returning students after a hiatus. Many students lack formal training in Science or Biology and are overwhelmed by the depth and immensity of the material presented in above courses. Though the enrollment for these classes is heavy; above factors lead to high attrition rates. However one common feature of this new generation of students is their access and familiarity to the internet, digital technology and other techno gadgets such as smart phones, tablets, etc. Though it is hard for us to accept, it is a fact that today’s generation of students (generation Y) is more techno savvy and these gadgets engage (or distract) them more than books. This indicated a clear need for developing alternatives to traditional teaching methods to engage students of an urban community college setting. We decided to investigate if a web-based supplemental tutorial would help engage these students and thus help them build their course knowledge base to improve their academic performance.

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