Virtual Microscopes and online learning: Exploring the perceptions of 12 teachers about pedagogy

Herodotou, Christothea; Aristeidou, Maria; Scanlon, Eileen; Kelley, S.

doi:10.1080/02680513.2022.2112661

Cited by 4 publications

(1 citation statement)

References 28 publications

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“…Recent publications have shown that virtual microscopy learning activities qualitatively promote higher order thinking skills, have a positive effect on the perception of students and teachers, improve the learning outcomes and enhance learner collaborations and group learning (Herodotou et al, 2020, 2022; Chimmalgi & Hortsch, 2022). However, the literature does not supply empirical evidence of its role in improving pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Validating instructional design and predicting student performance in histology education: Using machine learning via virtual microscopy

Fries,

Pirotte,

Vanhee

et al. 2023

Anatomical Sciences Ed

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As a part of modern technological environments, virtual microscopy enriches histological learning, with support from large institutional investments. However, existing literature does not supply empirical evidence of its role in improving pedagogy. Virtual microscopy provides fresh opportunities for investigating user behavior during the histology learning process, through digitized histological slides. This study establishes how students' perceptions and user behavior data can be processed and analyzed using machine learning algorithms. These also provide predictive data called learning analytics that enable predicting students' performance and behavior favorable for academic success. This information can be interpreted and used for validating instructional designs. Data on the perceptions, performances, and user behavior of 552 students enrolled in a histology course were collected from the virtual microscope, Cytomine®. These data were analyzed using an ensemble of machine learning algorithms, the extra‐tree regression method, and predictive statistics. The predictive algorithms identified the most pertinent histological slides and descriptive tags, alongside 10 types of student behavior conducive to academic success. We used these data to validate our instructional design, and align the educational purpose, learning outcomes, and evaluation methods of digitized histological slides on Cytomine®. This model also predicts students' examination scores, with an error margin of <0.5 out of 20 points. The results empirically demonstrate the value of a digital learning environment for both students and teachers of histology.

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Section: Introductionmentioning

confidence: 99%

Validating instructional design and predicting student performance in histology education: Using machine learning via virtual microscopy

Fries,

Pirotte,

Vanhee

et al. 2023

Anatomical Sciences Ed

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Development of a virtual microscope with integrated feedback for blended geology labs

Engel

Davidson

Jolley

et al. 2023

Journal of Geoscience Education

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Lab completion marks are used to check that you have completed and understood all of the material in the lab. This system is designed so that the lecturers and demonstrators know that everyone in the class understands and that no one is being left behind. Therefore, for you to get a full marks you have to come to all the labs and complete the designated tasks. We encourage people to work together to figure the answers out, the best way to show that you have mastered a concept or idea is to try and teach someone else. You'll find that you'll remember the day's lesson a lot easier if you argue with one of your mates about how something actually works. Lab Completion Marks:You complete all the material in that week's lab. The following week the lecturer or demonstrator will look over and discuss with you what you have done. If they are satisfied with your response you will receive a 'tick,'. If you have not completed the work in the lab to a satisfactory level, you will receive partial or no credit for that lab. General Lab Etiquette:Lab time is the time to ask questions, receive feedback, and work through the academic tasks. It is common for students to require more time to complete labs (up to 3 or 4 hours). This is the responsibility of the student to do so. The lab space is typically open to students most days (8AM to 6PM), and if it is locked, you can see staff on Level 3 of West in order to obtain access.If you cannot make it to a lab: EMAIL the head demonstrator (Elodie) to let them know right away. We will accommodate you if you are sick, or have a legitimate reason for missing the lab. The lecturers are the people to discuss larger issues (long term illness, death in the family, etc.). Please review Canterbury's policy on Aegrotats, before going to the lecturers.Demonstrators and peers are to be treated with respect at all times. Plagiarism is not tolerated and will result in major consequences to the student. Any behavioural problems will be dealt with in accordance to University of Canterbury policies.

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COVID-19 pandemic impacts on student learning in undergraduate mineralogy

Dorfman,

Libarkin,

Singleton

et al. 2024

Journal of Geoscience Education

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Virtual Microscopes and online learning: Exploring the perceptions of 12 teachers about pedagogy

Cited by 4 publications

References 28 publications

Validating instructional design and predicting student performance in histology education: Using machine learning via virtual microscopy

Validating instructional design and predicting student performance in histology education: Using machine learning via virtual microscopy

Development of a virtual microscope with integrated feedback for blended geology labs

COVID-19 pandemic impacts on student learning in undergraduate mineralogy

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