Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19
Pursuant to pedagogical changes necessitated by the COVID-19 pandemic, this study was designed to determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology. Data were collected in fall 2020 and winter 2021, and 166 student responses were analy...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Society for Teaching and Learning in Higher Education
2023-10-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14251 |
| _version_ | 1827579024281436160 |
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| author | Jessica Saini Danielle Brewer-Deluce Noori Akhtar-Danesh Anthony N. Saraco Ilana Bayer Courtney Pitt Bruce Wainman |
| author_facet | Jessica Saini Danielle Brewer-Deluce Noori Akhtar-Danesh Anthony N. Saraco Ilana Bayer Courtney Pitt Bruce Wainman |
| author_sort | Jessica Saini |
| collection | DOAJ |
| description |
Pursuant to pedagogical changes necessitated by the COVID-19 pandemic, this study was designed to determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology. Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis. Three distinct subgroups were identified: Group 1 (n=66) reported being comfortable with the technology skills required for studying anatomy online; Group 2 (n=50) reported dissatisfaction with several elements of course delivery, including evaluations, laboratory assignments, and the amount of lecture content, believing that they were essentially “teaching [themselves]”; Group 3 (n=29) was characterized by being happy with tutorial activities and the guidance received from teaching assistants. Common to all groups was the preference for physical rather than virtual specimens and for faculty-made practice questions as opposed to the overwhelming number of online specimens available for review. There was an overall positive attitude shift among students regarding online delivery across semesters. Given ongoing uncertainty surrounding the pandemic, these findings provide important considerations for future potential online/blended classes on anatomy education.
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| first_indexed | 2024-03-08T21:55:48Z |
| format | Article |
| id | doaj.art-2c32ba56c1da486e810bc73f1982e80f |
| institution | Directory Open Access Journal |
| issn | 1918-2902 |
| language | English |
| last_indexed | 2024-03-08T21:55:48Z |
| publishDate | 2023-10-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-2c32ba56c1da486e810bc73f1982e80f2023-12-19T19:15:47ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022023-10-0114210.5206/cjsotlrcacea.2023.2.14251Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19Jessica Saini0Danielle Brewer-DeluceNoori Akhtar-DaneshAnthony N. SaracoIlana BayerCourtney PittBruce WainmanMcMaster University Pursuant to pedagogical changes necessitated by the COVID-19 pandemic, this study was designed to determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology. Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis. Three distinct subgroups were identified: Group 1 (n=66) reported being comfortable with the technology skills required for studying anatomy online; Group 2 (n=50) reported dissatisfaction with several elements of course delivery, including evaluations, laboratory assignments, and the amount of lecture content, believing that they were essentially “teaching [themselves]”; Group 3 (n=29) was characterized by being happy with tutorial activities and the guidance received from teaching assistants. Common to all groups was the preference for physical rather than virtual specimens and for faculty-made practice questions as opposed to the overwhelming number of online specimens available for review. There was an overall positive attitude shift among students regarding online delivery across semesters. Given ongoing uncertainty surrounding the pandemic, these findings provide important considerations for future potential online/blended classes on anatomy education. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14251online learningcourse evaluationanatomy educationCOVID-19Q-methodology |
| spellingShingle | Jessica Saini Danielle Brewer-Deluce Noori Akhtar-Danesh Anthony N. Saraco Ilana Bayer Courtney Pitt Bruce Wainman Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19 Canadian Journal for the Scholarship of Teaching and Learning online learning course evaluation anatomy education COVID-19 Q-methodology |
| title | Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19 |
| title_full | Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19 |
| title_fullStr | Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19 |
| title_full_unstemmed | Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19 |
| title_short | Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19 |
| title_sort | using q methodology to evaluate student perceptions of online anatomy in the time of covid 19 |
| topic | online learning course evaluation anatomy education COVID-19 Q-methodology |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14251 |
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