後疫情時代透過數位教學與積極參與之混成學習模式提升解剖學學習成效

Improving Learning of Anatomy by Blending Learning with Active Participation in Post-Pandemic Era

COVID-19席捲全球之際，應用混成學習法置入數位教學影片，並且給予作業利用主動性與積極參與的教學策略檢視對學生學習成效之提升。本研究針對108學年度聽語系解剖學實驗製作短影片，於109、110學年度再次將所有內容重新加註標示專有名詞，並錄製成新的教學影片，並提供六個單元的作業，學習成效指標為學生於解剖學正課及實驗的期中期末考試與學期總成績表現。110學年度配合教學影片提供作業，結果顯示觀看影片次數較多的學生確實能提升學習成果。本研究的結論顯示，採取配合教學影片內容且完成作業之混成學習確實能提升解剖學的學習成效。

Remote learning has become a necessary way of lecturing during the pandemic. Online videos serve as an important resource for students to study by themselves. This research focused on the impact of adding keywords and annotations to the videos. We applied blending learning with our videos. We also utilized assignments to promote students' participation. This research focused on the anatomy laboratory for the Department of Audiology and Speech Language Pathology. We made short videos in the 2019 academic year, and revisioned those videos in 2020 and 2021 with annotation on the ter-minologies on all the contents. We also provided assignments separated in 6 units. We later evaluated students' performance by their midterm scores and overall grades as well as their satisfaction from the questionnaires. The data in 2020 also suggested that students did not perform better when we edited the video with annotation of terminology. We assigned homework in coordinate with the videos in 2021, and it showed that students indeed performed better when they had higher number of video views. Our study shows that using blended learning techniques in coordinate with video contents can in-deed improve students’learning performance.