Revitalizing Physiology Education: Integrating Notability and Video-Based Learning
This article explores an inventive approach to teaching physiology that blends the use of the Notability app on the iPad with video-based learning. The core idea is to offer students a more dynamic and interactive way to comprehend complex physiological concepts during review sessions and outside of...
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| Format: | Article |
| Language: | English |
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Indiana University Office of Scholarly Publishing
2024-12-01
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| Series: | Journal of Teaching and Learning with Technology |
| Online Access: | https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/38337 |
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| _version_ | 1823856972618792960 |
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| author | James Davis |
| author_facet | James Davis |
| author_sort | James Davis |
| collection | DOAJ |
| description | This article explores an inventive approach to teaching physiology that blends the use of the Notability app on the iPad with video-based learning. The core idea is to offer students a more dynamic and interactive way to comprehend complex physiological concepts during review sessions and outside of class.
The teaching practice involved using Notability on the iPad during review sessions to visually explain intricate physiological concepts in real-time. Students actively participated by following along and creating their own drawings, fostering a collaborative learning environment. At the end of these review sessions, students could obtain a copy of the Notability file from the professor. Additionally, a series of concise instructional videos were developed, explaining physiological concepts by providing a visual representation while describing key processes. Students could then review these videos at their convenience.
Students reported increased understanding of the material. To gauge the effectiveness of this teaching approach, exam scores were analyzed. Students scored higher on questions related to topics with associated videos and drawings compared to those without. These findings provide evidence that this novel teaching method improves student engagement and comprehension in physiology courses by leveraging technology, active participation, and visual aids to create an enriched learning experience. Ultimately, this helped improve student performance and understanding of complex physiological concept.
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| format | Article |
| id | doaj-art-3fb52a332d8045bcba5504b63c968afd |
| institution | Kabale University |
| issn | 2165-2554 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Indiana University Office of Scholarly Publishing |
| record_format | Article |
| series | Journal of Teaching and Learning with Technology |
| spelling | doaj-art-3fb52a332d8045bcba5504b63c968afd2025-02-12T04:15:14ZengIndiana University Office of Scholarly PublishingJournal of Teaching and Learning with Technology2165-25542024-12-01131Revitalizing Physiology Education: Integrating Notability and Video-Based LearningJames Davis0a:1:{s:5:"en_US";s:18:"Indiana University";}This article explores an inventive approach to teaching physiology that blends the use of the Notability app on the iPad with video-based learning. The core idea is to offer students a more dynamic and interactive way to comprehend complex physiological concepts during review sessions and outside of class. The teaching practice involved using Notability on the iPad during review sessions to visually explain intricate physiological concepts in real-time. Students actively participated by following along and creating their own drawings, fostering a collaborative learning environment. At the end of these review sessions, students could obtain a copy of the Notability file from the professor. Additionally, a series of concise instructional videos were developed, explaining physiological concepts by providing a visual representation while describing key processes. Students could then review these videos at their convenience. Students reported increased understanding of the material. To gauge the effectiveness of this teaching approach, exam scores were analyzed. Students scored higher on questions related to topics with associated videos and drawings compared to those without. These findings provide evidence that this novel teaching method improves student engagement and comprehension in physiology courses by leveraging technology, active participation, and visual aids to create an enriched learning experience. Ultimately, this helped improve student performance and understanding of complex physiological concept. https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/38337 |
| spellingShingle | James Davis Revitalizing Physiology Education: Integrating Notability and Video-Based Learning Journal of Teaching and Learning with Technology |
| title | Revitalizing Physiology Education: Integrating Notability and Video-Based Learning |
| title_full | Revitalizing Physiology Education: Integrating Notability and Video-Based Learning |
| title_fullStr | Revitalizing Physiology Education: Integrating Notability and Video-Based Learning |
| title_full_unstemmed | Revitalizing Physiology Education: Integrating Notability and Video-Based Learning |
| title_short | Revitalizing Physiology Education: Integrating Notability and Video-Based Learning |
| title_sort | revitalizing physiology education integrating notability and video based learning |
| url | https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/38337 |
| work_keys_str_mv | AT jamesdavis revitalizingphysiologyeducationintegratingnotabilityandvideobasedlearning |