|Title||Online blended learning using virtual microscopy for students: Seeing and naming patterns|
|Type||Prof Doc Thesis|
Background: The role of blended learning has gained importance in the teaching of microscopy to undergraduate students however there is limited evidence to demonstrate whether virtual microscopy is more effective that glass slide in teaching histology. In this study, the role of virtual microscopy was compared to a glass slide/textbook approach as an effective alternative for tra ining Biomedical Science undergraduate students. This study explored processing style, working memory motivation, and stress as predictors of student success with the use of psychometric tasks Methods: The study was a convergent design mixed methods rese arch in which quantitative methods preceded qualitative methods. Twenty eight students with an average age of 27.9 and 79% were women, completed a series of psychometric tasks to assess their processing style, processing speed, working memory, stress, and motivation. The students were assigned to one of two groups based on their processing style and working memory: a) tutorial sessions and conventional microscopy sessions and b) tutorial sessions and Westminster Path XL. The teaching delivery took five week s, and students completed three online q uizzes on weeks 6, 10 and 17. All students were invited to complete a feedback questionnaire, and a representative selection completed an interview.
File Access Level
Open (open metadata and files)
|Publisher||University of Westminster|
|Digital Object Identifier (DOI)||https://doi.org/10.34737/vvqy7|