1. Does Distance Education Redefine the Classroom? Robert S. Pozos, Ph.D. bpozos@gmail.com

2. Clash of the Titans A case study between a large public university and a small liberal arts college Karen Resendes  Westminster College  Faculty Forum 04/11/2011  Francisco Villa, Emily Monroe, and Robert Pozos San Diego State University

3. What is your class standing? Spring ‘11 DESpring ‘11 9am Spring ‘11 10am

4. Pre-test to Final Improvement Hybrid Improvement Westminster Improvement Distance Ed Improvement

5. Combs, M.T., Jones, C.S., Larkin, P.A., and Pozos, R.S.* *San Diego State University, 5500 Campanile Drive, San Diego, CA 92182

10. Concept Map- Assembled

11. Concept Map- A Puzzle

12. The Modern Challenge

13. The New Classroom?

15. Issue Tracker messages sent by students (percentages)

20. Thank You  Questions???  bpozos@gmail.com

24. “CLASH OF THE TITANS”: BLENDED/WEB-BASED VS TRADITIONAL INSTRUCTION VS ONLINE KK Resendes, EA Monroe, FA Villa, and RS Pozos UCSD, La Jolla, CA 92039; San Diego State University, San Diego, CA 92182; Westminster College, New Wilmington, PA 16142 1. Independent of differences in race and primary language spoken at home, students at both institutions showed similar mastery of the majority of the biological concepts tested during the midterm and final exams, with only one topic category showing a statistical difference in pre-test to midterm improvement between student groups. 2. This case study suggests that large lecture classes using blended/web- based approaches or online courses may be as effective in communicating key concepts as the traditional small lecture and laboratory format. Supported in part by NIH grant GM06852 Comparison Study #1

27. Comparison Study #2

29. 1924- Cadaver Dissection How Important is the Cadaver?

31. Online Courses Require a Partnership

32. Course Management System: The Engine

33. Not just the animations, games, etc that will be important for online and Web based courses. The strength of the web based courses will be the Data Mining which could improve the course and help the student. Examples: Emom: Grade of student, if it falls too low.. Message goes to student, instructor, etc. Issue Tracker: Student complaints Pplpulse: Pulsing students in class using cell phones Module tracker: How long, how many attempts Assesment tracker: Overall performance, long term trends. Interventions? New Role for Faculty? Assess and Intervene?

34. The Content: ANATOMY.TV

35. Content Masters: The Computer vs. The Instructor

36. Online Anatomy: Modules, Assessments, Databases

37. Online Anatomy: Legends

38. On line Anatomy: Dissections

39. Online Anatomy- Movement Dissections:Strobes

40. Online Anatomy:Flashcards

42. Online Anatomy: Videos

43. Online Anatomy:3D Images

44. Sequence Mastery : BioEspresso Quiz

45. Online Anatomy: Resistance Training Videos

46. Online Physiology: The Explanation of Anatomy

47. Online Physiology: Experiments

48. Online Physiology: Musical Graphs

49. On line Distance Ed Courses : Better Students are self selecting. Professional students will excel because they have to! More demand on faculty to monitor and be electronically available but less demand to be physically present. More demand for faculty to be aware of the purpose of the course: Undergrads vs. Professional students Online Courses are not a panacea but they will be an important component as Higher Education evolves.

50. Gross Anatomy in the 21 st Century

51. THANK YOU Questions?