Russell Butson

The Role of Faculty in the Digital Education of Tomorrow

Signs that a huge portion of our world is becoming digital are ubiquitous; the educational arena is not exempt. The influence of the Web and the dot-com phenomena signals a pending revolution. As a result, the model of teaching that has been the hallmark of higher education apparently has little place in tomorrow’s instruction. Rather, computer technology may hold the key to a more virtuous form of instruction, a model of instruction that, in part, is not new but whose use has been hindered by the prevailing fear of technology. However, promotion of such a model could assure faculty a significant place in this new era

Learning Analytics of Clinical Anatomy e-Cases

Interactive online resources to support the learning of clinical anatomy are limited. While there is an assumption that such resources are useful, it is not known whether or not these resources support students learning. A new online problem-based supplementary learning resource named clinical anatomy e-cases was developed using Moodle and piloted on undergraduate medical students (n = 282). We examined users and usage analytics within the online learning management system. This chapter presents results of a study undertaken to explore students’ experiences in utilizing the e-cases in an informal learning environment. 80.85 % of the students accessed the resource with 14.5 % repetitions. We also report on a number of indicators that can be used to assess learning outcomes in nonformal learning environment. The construction of the e-cases ensured student interaction and engagement, even during weekends and after hours. Regular usage promoted increased scores within the environment and their formative examinations. The use of such simple, tailor made online clinical resources might promote student engagement and augment student learning outside classroom setting.

Transcending the Flatland

The editors would particularly welcome, in the Points for Debate Section, readers’ comments on or responses to articles which have appeared in earlier issues of the Journal. These may be in the form of a short paper or letter and should be sent to Stephen Rowland, Department of Education and Professional Studies, University College London, 1–19 Torrington Place, London WC1E 6BT. Selected contributions will be published at the earliest opportunity.