Abstract
IntroductionTeaching technologies are ubiquitous and is transforming how academics engage students across the world. There are numerous drivers for increasing interactivity, improving the student experience, providing more feedback, and blending online and face‐to‐face activities. This can be both daunting and challenging, requiring thoughtful integration of technology into practice and aligning with pedagogy and design. The study aimed to evaluate the implementation of technology and learning strategies used in medical sciences to inform a design strategy.Materials and methodsThis is a mixed‐methods investigation that uses a cross‐over study to assess student experience, and a survey for instructor comfort and motivation. Data was analysed using Mann‐Whitney U test, Wilcoxon signed‐rank test and thematic analysis.ResultsOf the 108 instructors completed the survey and reported 93 technologies in use for five pedagogical paradigms of concern. Student experience of these technologies. Students experience indicated that self‐control was highly valued. Comparison of pre‐ and post‐test scores demonstrated a significant improvement (p = 0.00) in learning with resources that embedded interactivity. Interactivity that modulated presentation and pace was perceived to be most useful in the learning process.ConclusionThese results are useful in developing a framework to inform blended learning pedagogical design. Cognitive load was influenced by resource design, with presentation simplicity, and embedded feedback lessening cognitive loadThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
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