A Hybrid Teaching Method for Undergraduate Biomechanics Lab
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Biomedical Engineering Education (Ó 2020) https://doi.org/10.1007/s43683-020-00033-w
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A Hybrid Teaching Method for Undergraduate Biomechanics Lab RUTH OCHIA Department of Bioengineering, Temple University, 1947 N. 12th Street, Philadelphia, PA 19122, USA (Received 19 June 2020; accepted 25 September 2020)
Abstract—The main goal for this work was to provide information as to the possibilities of creating an online or hybrid option for an upper-level biomechanics laboratory that is in keeping with course goals. Conversion of the laboratory modules for online use was described with detailed setup and learning goals. The lecture portions and most labs could be easily converted to online-only options. Some of the other labs could be offered as part of a hybrid delivery method with reasons for what these labs could provide in-person students. Options are also given so that the course can be made completely online if needed. Troubleshooting of mechanical experiments is lost with a completely online presentation; however, experimental design and many other biomechanical techniques are maintained with the online environment. Keywords—Biomechanics, Laboratory, Hybrid, Online, Experiential learning.
CHALLENGE STATEMENT Most bioengineering programs include laboratory courses to provide ‘hands-on’ experiences to our students so that theoretical knowledge can be applied to improve learning. Biomechanics is a rich and varied field of study ranging from cellular to whole body mechanics. However, structuring laboratories to provide adequate hands-on experiences for all students can prove difficult within this field. Undergraduate students in bioengineering have physics, including Newtonian physics, as part of their curriculum, but not all students are exposed to higher level mechanics, such as statics, dynamics, or strength of materials (also called solid mechanics). The teaching challenges Address correspondence to Ruth Ochia, Department of Bioengineering, Temple University, 1947 N. 12th Street, Philadelphia, PA 19122, USA. Electronic mail: [email protected]
associated with this lack of, or differences in, foundational knowledge is compounded by potentially expensive and resource-heavy biomechanical techniques. However, the value added to the student knowledge with hands-on material and experiences has been clearly demonstrated.3,10,5,7,11 These previous studies have shown that virtual-only laboratories are not as effective in supporting student learning and engagements as physical or hybrid laboratory courses.7,11 In addition, Son et al. showed that using both virtual and physical laboratory modules (i.e. hybrid model) in a general education biology class reduced costs, enabled increased student enrollment, and still improved student learning outcomes over virtual only or in-person only lab sections.11 The overall goal was to design an undergraduate lab class that reflects some of the breadth of skills and concepts required in the biomechanics field in an online or hybrid format. The challen
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