Download Audio-Tutorial Project: An Audio-Tutorial Approach to Human Anatomy and Physiology and more Lecture notes Animal Anatomy and Physiology in PDF only on Docsity!
DOCUMENT RESUME
ED 097 911
rR 001 285
AUTHOR Kunio, Joseph N.; And Others
TITLE
Audio-Tutorial Project: Ay Audio-Tutorial Approach to
Human Anatomy and Physiology,
INSTITUTION Kingsborough Community Coil., Brooklyn, N.Y.
PUB DATE Nov 74
NOTE 9p.; Paper presented at the Annual Audio-Tutorial
System Conference (6th, San Francisco, California,
November 1974)
EDRS PRICE MF-$0.75 HC-S1.50 PLUS POSTAGE
DESCRIPTORS Anatomy;
Audiovisual Aids; *Audiovisual Instruction;
Biology; *Biology Instruction; *Community Colleges;
Formative Evaluation; *Individualized Instruction;
Medical Education; *Nurses; Phonotape Recordings;
Program Evaluation; Teaching Methods
IDENTIFIERS
*Kingsborough Community College; New York City
ABSTRACT
A two course sequence on human anatomy and physiology
using the audiotutorial method of instruction
was developed for use
by nursing students and other students in the healthor medical
fiAds at the Kingsborough
Community College in New York. The project
was motivated by the problems of often underprepared students coming
to learn a new field and by the time constraints caused by students'
part-time status. An elementary biology
course was divided into 28
learning modules (14 per seNester). The
program included a student
study guide, taped lessons, small and large assemblysessions,
an
independent learning center with 30 carrels, .and performancetests
for each module. An analysis of the program is being planned
that
will use student questionnaires, an analysis of student time,
and a
comparison with students taking the human anatomy and physiology
courses without audio tutorial instruction. The audio tutorial
approach is an ideal method of fostering individualized learning,
particularly for those students who have experienced academic
difficulty. (WB)
BESTCOPY
r,11:11.nrl.E.
AU NO-TUTORIAL PROJECT:
AN AUDIO-TUTORIAL APIRDACH
TO HUMAN ANATOMY AND. PHYSIOLOGY.
PROFESSORS JOSEPH N. MU210, PETER PILCHMAN, AND PETER A. LANZETTA.
KINGSBOROUGH COMMUNITY COLLEGE
OF THE CITY UNIVERSITY
OF NEW YORK.
DEPARTMFNT OF BIOLOGICAL
SCIENCES
INTRODUCT$ON AND OBJECTIVES
During the past decade, a number of educators nave
examined new and different
learning and teaching approaches. Such interest has been stimulated by a variety
of factors, among them:
a. changes in student populations,
particularly larger numbers of students
who are more exposed to multi-media communications and who have diffi-
culty in reading, writing, and language skills,
b. needs for more flexible
educational systems in response to changing
demands of society,
c. desire by some educators to explore new methods that might assist them
in being more effective In their instruction,
d. continual development ofknowledge in academic disciplines, coupled
with developments in multi-media technology, and
e. soaring educational costs, especially in programs involving laboratory
equipment end r.lteria1s.
Ono such approach has been the audio-tutorial (AT) module method. (^) The AT teaching-
learning strategy is a valid and effective technique that has been used in numerous
science courses and other subject areas. (1,2,3).
McKeachie, W.S. Procedures and Techni ues of Teachin : A Surve (^) of Ex eri
mental Studies. T e American CG age, Nev tt San
New York: Wiley anaiSons, Inc.,1966.
Creager, J.G., and D.L.Murray, (Eds.). The Use of Modules in Colin! Biology
Teaching, Washington, D.C.: The Commissionon Undergraduate
Education in the Biological
Sciences, 1971.
Postlethwait, S.N., J.Novak, and H.T. Murray, Jr. The Audio-Tutorial Approach
to Learning. Second Edition.1971. Burgess Publishing Co.,
Minneapolis, Minn.
SDEPARTMENTOfMEALTM
ROUCATf0104 (^) WELfAFIF
IlfitTeOP4M.ffliSTITuteOF
COUCATtOt
?a., ru,f; ry o.A fitf
1),(fftf%IV f^ f
1.0 `AJti, ir :At %
AT'Nft.tf. ff.%/'. lLt ',f.%"%
St4ttf. Ott*4 f.f Sr!
net %.1 .ef
gs,c <
AT Project-Muzio,Pilchman,Lanzetta Page Three
Precisely designing student performance objectives in behavioral
terms.
Providing audio-tutorial experiencesthat are based on these ob-
jectives.
Offering educational units,or modules, in Anatomy and Physiolosy,
that can be achieved at varied rates of learning.
Utilizing multi-media approaches that promote subject mastery.
Providing weekly examinations based directlyon the student per-
formance objectives; and student evaluations on each module so
that the modules can be modified in response to student-identified
areas of unclarity and/or weakness.
Designing a learning environment that is conducive to concentration,
repetition, and positiveness, independent ofa rigid time schedule
and lock-step grouping.
The one year course, Biology 11-12, has been divided into 28 learning modules
(14 per semester). Each module contains a student study guide composedof student
performance objectives, summary and rationale, reading materials, experiments,
diagrams, self-tests, a glossary of appropriate terms, and other supportive ma-
terials (films, demonstrations, etc.) that are part of the individual learnir ;g
carrels and the demonstration areas in the learning center. The student study
guides have been jointly prepared by the three instructors in the project and
students use these study guides instead of a laboratory manual. Also an audio-
tape based on a script written by the instructors, guides the students through
each module. The tape integrates the student study guide and learning center
experiences, and clearly is not meant to be a lecture on tape. (^) We have now com-
pleted 18 modules, all of Biology 11 (1st Semester) and four for Biology 12
(2d Semester). The remaining modules will be completed during the Fall, 1974,
and Spring, 1975, Semester.
Proiei:t-Mwit,,Pilchifian,Lanzett. Page Four
DESCRIPTION OF A-T APPROACH
Beginning in thv Fall. 1974, the program was implemented for approximately 130
students in the following manner: four sections of Biology 11, the first semes-
ter of the one year Human Anatomy and Physlofogy course, are using the audio-
tutorial learning approach. The weekly sched:41e for each student is two hours
in a general assembly (48 students), one hour in a tutorial group (16 students),
and three hours in tne Independent Learning Center where the student uses the
audio-tutorial aporoach (24 students). (^) The overail design is similar to that
used by Dr. Samuel Postlethait and others of Purdue University. (1)
At the beginning of the Fall, 1974 Semester, the students received e booklet,
Student Information, which outlined the educational format, explano;ion of
examination and grading procedures, reading assignments, andsuggest.ons as to
how they can su.ceed in this course. (^) The booklet focuses on posicove achievement
o1 (^) Ntudentr, and their instructors. interest In assisting them.
The fucus in the Audio-Tutorial Learning Center sessions is for students to work
independently, to use. the student study guide, the audio tape, and other sup-
portive materials to assist in achieving the stated objectives, and to work on
thP various related anatomy and physiology projects that are to be done at the
learning statirm and demonstration tables in the Learning Center. As in other
c.,,rses, the instructor is available to assist the student in any way possible.
In addition to this scheduled Learning Center session, the student can use the
Cnter during open hours, and during other class sessions with the instructor's
permission. (^) There are 15 open hours per week and the Center is available Monday
II) (^) Postlethwait, S.N., J.Novak, and H.T.Murray, Jr. The Audio-Tutorial Approach
to Learning. Second Edition. 1971. Burgess Publishing Co., Minneapolis, Minn.
AT Project-Muzie,Pilchman,Lanzetta Page Six
succeed in more than two modules, while free to continue in the course, he will
repeat the entire course. (^) Biology 12, the second semester, will function on a
basis beginning with the Spring, 1975 Semester.
There are 30 carrels in the Learning Center, an adequate number so that students
can spend additional hours reviewing the modules as often as they like, and re-
peating those modules that were not successfully completed.
Each veek, students anonymously evaluate that week's module. The questionnaire
is based on a rating scale used at Kingsborough Community College for course and
instructor evaluation, and is related to the Learning Center experiences and the
study guide. It also contains several open-ended questions related to suggestions
for additions, deletions, improvements, and other comments.
The thrt-e instructors directly involved in this project meet each week to critique
the module, propose revisions, and discuss the progress of the entire project.
The entire Department of Biological Sciences is invited to join and to participate.
There are also periodic discussions with representatives from the Departments of
English and Nursing to consider reading materials, subject content, and approaches
b.ised on an interdisciplinary articulation.
Py promriting student success and-capitalizing on success as amotivating force for
students planning to enter the nursing profession, this program will expedite the
student's goals. Rather than having confusion, failures, withdrawals, and students
repeating a course several times, this program provides students with experiences
that will give them credit for those units successfully completed. Only those
-,pecific units not successfully completed will have to be repeated.
With additional instructional assistance, coupled with student repetition of
structured units, there is ample evidence from other established programs that
failure rates can be markedly decreased ano students moved through the program at
a faster and more effieient rate.
AT rtojeLt-Muzif,,Piichmdn,LanZetta
Page Seven
PL04RAM EVALW.r!CN
The following factors are being considered in evaluating the AT Program's effec-
tiv.2nec.,!
- (^) f"!1%.!--.g each AT experience,
a questionnaire is completed by the stu-
dent. (^) The plan calls for 14 modules/semester, thus a total of 28
modute .;Liet-7.tionnaires for the one year , ogy 11-12 sequence.)
Anilv,.;s of the time spent by students in the Learning Center and their
4Ladcnic performance. Simply stated, is there a relationship between
the amount of t me using the Center and the grades achieved?
Prt/uqh discussions with Dr. Morris Rabinowitz, KCCCoordinator of In-
,,tru,tivrial Research, testing and measurements will be done to insure
that the program's effectiveness is properly evaluated.
From the standpoint of successful completion of thecourse, a compari-
snn of a comparable number of KCC students experiencing the standard
:a pproach in Human Anatomy and Physiology and those using the Audio -
Tutorial technique.
One ,,ection of 24 students using the standard lecture-laboratory ap-
prow-h has for its instructor one of the three individuals developing
and ip.ing the AT Program. This instructor uses the student Study
Guide (objectives, materials, etc.) as his basis of teaching, but
without the other AT program. The students are given the same module
tests as provided in the four sections of the AT Project. Student
success in this section will be compared with the student success
in the four AT sections.
AT. Pro,;ect-Muzio.Pilchman,Lanzetta Page Nine
ind they could u$v the modules as supportive instructional programs.
The developed modules are applicable for other career programs and the various
(1)
brincnes ot SUNY sind CUNY, especially those focusing on self-directed and "open
university" concepts. Ai, education becomes recognized as a lifetime process.
and individuals :Mange carters or return to schoo1 after a number of life ex-
perience,., thin, a.Adio-tutorial approach is an ideal method of fostering indivi-
dual leam:ng. A' one examines our society, there will continue to be developiA
torces r the tr.iininq of qualified personnel (^) in the nursing and allied health
'.dente' profesions.
Thuse (o us who have been involved in this project would like to emphasize that
we view the audi.)-tutorial approach as an alternative method of instruction. (^) We
have spent a considerable amount of time and energy over the past two years in
planninq and developing the anatomy and physiology modules and we are most enthu-
sia%tic about using them and evaluating their effectiveness. By no means are we
sugge..tinq that this learning and teaching methodology should be the only approach
f(ir Kinw.borough Community College students or for students at other institutions.
,ust come to terms with the ever present problem of how to be a
Mt,ro effective educator, and it is this concern that has led several of us to
erplore the audio-tutorial approach.
(1) State^ University^ of^ New^ York,^ and^ City^ University^ of^ New^ York.
Partially funded by the New York State Department
of Education, Vocational Education Act.
The authors express their appreciation to
Mr. Jack Phillips, Director, Media Center,
and Ms. Janice Purnhagen, Technician, for
their continual advice and assistance.
Authors' Mailing Adlress:
T'ilsborough Vmmurlity College
Orieital Boulevard. Manhattan Beach
F.0(oklyn, New Yfirk 12235
