The objective of this study was to determine if supplemental online resource (SOR) availability in a distance education (DistEd) format could enhance student learning. Students (n=137) in an undergraduate animal science laboratory course completed an anatomy pretest and pre-survey to assess their experience with, and attitudes towards, SOR. Supplemental Online Resource modules were made available for randomly selected laboratories. Two laboratory practical exams were administered and included questions from labs for which SOR was made available as well as labs that had no SOR. Questions from the pre-test were included in the exams and used to generate “posttest” scores. Student learning and performance was evaluated using a hierarchical design that included test scores, SOR availability and their interactions. Results are presented as mean±SEM. Posttest scores (87±2%) were higher (P<0.0001) than pretest scores (34±2%), indicative of student learning. On Laboratory Practical 1, students scored higher (P=0.0012) on questions from laboratories with SOR compared with laboratories without SOR (80±1% and 75±1%, resp.). In contrast, on Laboratory Practical 2, there was no effect of SOR supplementation on student scores
(83±1% and 83±1%, for SOR and no SOR, resp.). A majority of students (93/137, 68%) surveyed indicated that SOR was at least somewhat useful for improving their grade.
anatomy, online, supplemental online resources, undergraduate