On a supplemental student evaluation form that contains specific queries on the course, I ask students to indicate which of the half dozen computer-enhanced learning opportunities they consider most beneficial. Although exact percentages vary from semester to semester, students rank this enhancement as the best computer learning aid available. These survey results are supported by an analysis of the hits to the VPD web page, information that is available from our computer center. Our VPD site sustains a large number of hits from college sites outside my teaching lab. Although I envisioned student use only for those withdrawing from the dissection exercise and for review just prior to the lab final, surprisingly, I find that students make extensive use of the animation during the lab period.
Students preview the dissection on the computer before they actually perform the incisions.
They tell me that they find the interplay between the actual dissection and the computer dissection very helpful as they embark on their first serious dissection. First, the students who opt out of the dissection are grateful for the chance to view quality images with matching labels and text. Although the animation is markedly inferior to performing dissection, they feel they learn something. Further, these students now feel more part of the class, since they have not completely withdrawn from the exercise. Second, most students report that they use the animation as a review for the exam.