Human Anatomy: Let the students tell us how to teach

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e‐learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small‐group teaching with medically qualified demonstrators. Other teaching methods, including e‐learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. Anat Sci Educ 7: 262–272. © 2013 American Association of Anatomists.     

Tug‐o‐where: situating mobilities of learning (t)here

This article explores ‘mobilities’ as a research framework for learning not so much in terms of what has to be done to enhance learning using mobile technologies. Instead it focuses on our embodied ways of knowing and learning by ‘being mobile’ in physical and mediated spaces. It reviews current mobility frameworks used in mobile learning research and other technology integration studies. It proposes a practice‐based mobility agenda for learning by ‘setting in motion’ not just technologies, but also bodies and spaces from a sociological perspective and a phenomenological standpoint. It seeks to understand what is being done – the re‐configurations of bodies, spaces and technologies in a mobile society that is increasingly characterised by media convergence and ubiquitous connections and communication. To move educational research, a conceptual framework that articulates body‐types in relation to technologies is discussed.     

创新型国家与和谐社会视野中的素质教育定位问题

作为新世纪具有重大战略意义的核心理念,建设创新型国家与和谐社会对于中国社会各方面实践都具有引领作用.素质教育作为教育实践的有机组成部分,必然深受其影响.以之为参照的基点,对素质教育进行考察,就会发现,素质教育的推进需要重新定位.素质教育须更加强调教育主体对外部世界的批评与重建的意识以及相应的能力,强调教育主体与外部世界...     

清官情结与当代中国的民主政治走向

在当前中国，干部以当清官为信念，民众以盼望清官为自己的憧憬，这已是一种极为普遍的政治文化心理。清官意识的流行，既有其历史背景，也有现今的社会政治原因。认真分析清官情结，汲取其所蕴含的积极因素，加强对权力的有效监督，引导民众积极参与政治．促进依法治国和以德治国，并将两者有机地结合起来，这对推进当代中国的社会民主政治建设，实现政治文明和政治现代化具有重要的现实意义。     

Reconceptualising moderation in asynchronous online discussions using grounded theory

This article reports a grounded theory study of the moderation of asynchronous online discussions, to explore the processes by which tutors in higher education decide when and how to moderate. It aims to construct a theory of e‐moderation based on some key factors which appear to influence e‐moderation. It discusses previous research on the definition and practice of e‐moderation, and then describes the study, which involved four e‐moderators working in two different university contexts. Key themes on e‐moderation, which emerged using a grounded theory approach, are discussed. It proposes a framework for e‐moderation and suggests that as a facilitative activity, it should be sufficiently contained within a ring‐fenced learning arena. Factors outside and inside the ring‐fence that appear to influence e‐moderation and their implications for future theory development and validation are discussed.     

Hybrid E‐Learning Acceptance Model: Learner Perceptions

E‐learning tools and technologies have been used to supplement conventional courses in higher education institutions creating a “hybrid” e‐learning module that aims to enhance the learning experiences of students. Few studies have addressed the acceptance of hybrid e‐learning by learners and the factors affecting the learners’ satisfaction with these tools. This study assesses hybrid e‐learning acceptance by learners using three critical success factors: instructor characteristics, information technology infrastructure, and organizational and technical support. Structural equation modeling was applied to examine and validate the hypothesized relationships among the three factors and their effects on learners’ acceptance of hybrid e‐learning. A total of 538 usable responses from university students were used to validate the proposed research model. The influence of the three factors on learners’ decision to accept hybrid e‐learning was empirically examined. The results show that all three factors significantly and directly impacted the learners’ acceptance of hybrid e‐learning courses. Information technology infrastructure and organizational support were proven to be key determinants of the instructor characteristics as a critical success factor of hybrid e‐learning acceptance by learners. Implications of this work for higher education institutions, researchers, and instructors are described.     

网络学习中资源管理策略的文献研究

网络学习者在工作经历、学习经历等方面存在的不一致所导致他们之间在网络学习过程中的差异,远大于传统环境中的学习者。研究表明,他们的差异主要表现在网络学习策略上的差异。本文以学习策略三因素中“资源管理策略”为主要分析对象,并针对网络学习环境的特点,对网络学习者在资源管理策略方面的时间管理、努力管理、学习环境管理、寻求他人支持、构建协作小组进行学习等方面所采取的不同策略进行了细致的文献整理和运用分析,以促进网络学习者的深入学习。     

Use of interactive sessions and e‐learning in teaching anatomy to first‐year optometry students

Students enrolled in the Optometry program at the University of Manchester are required to take a functional anatomy course during the first year of their studies. Low mean scores in the written examination of this unit for the past two academic years energized staff to rethink the teaching format. Interactive sessions lasting 20 minutes each were introduced during the two hour lecture sessions. In these sessions students reinforced their anatomical knowledge learned in lectures, through playing games such as anatomy bingo and solving anatomical anagrams. In addition, five e‐learning modules were also introduced for students to complete in their own time. A pre‐ and postcourse questionnaire were distributed to obtain student views on their expectations of the course and interactive sessions. Comparisons were made between written examination results from 2008 to 2009 to written examination results from the previous five academic years to see if the interactive sessions and e‐learning modules had any impact on student knowledge. In addition, comparisons were made between student performances on the functional anatomy course with their performance in all of the other assessments taken by the students during their first year of study. Analysis of the questionnaires showed that student's expectations of the course were fulfilled and the interactive sessions were well received by the majority. There was a significant increase (P ≤ 0.01) in the mean examination score in 2008–2009 after introduction of the interactive sessions and e‐learning modules compared with scores in previous years. The introduction of interactive sessions has increased student enjoyment of the module and along with the e‐learning modules have had a positive impact on student examination results. Anat Sci Educ 3:39–45, 2010. © 2009 American Association of Anatomists.     

论中西方古典悲剧思想根源之差异——以《哈姆雷特》和《窦娥冤》为例

自人类从蛮荒走向文明开始,悲剧这种特定的文学形式就是世界文学发展长河中最重要的一个组成部分。中国有着五千年悠久的文明史,其悲剧在世界文学宝库中也占有重要的地位。以《哈姆雷特》和《窦娥冤》这两部中西方的经典悲剧为例,追根溯源,通过对西方基督教义和中国传统伦理道德的对比分析,论证了中西方古典悲剧思想根源的差异及对其学习的重要性。