Evaluation of a digital learning object (HistoPete©) at OSUCHS

Abstract

Introduction: Digital learning objects (DLOs) are units of learning designed for electronic delivery, can be used almost anywhere, can stand alone or be part of a system, and can be used independently or collaboratively. HistoPete© grew out of a computer-based instruction format in 1989, composed of several modules that took the student through the microscopic anatomy of the human body. DLOs can be reviewed or rated according to content quality, learning goal alignment, feedback and adaptation, motivation, presentation design, interaction usability, accessibility, reusability, and standards compliance. MERLOT suggests that an evaluation model for DLOs should include content quality, usability, and effective potential.

Hypotheses: HistoPete© provides an active learning strategy in the histology course, biomedical foundation course, and systems courses.

Study Design: The method of investigation was quantitative.

Methods: Mixed methods were used in study. Student course evaluations were available from years 1999-2012. Comments from classes 2007-2016 were subjected to qualitative analyses using coding and placing in categories.

Results: Results were graphed on a Likert scale for "HistoPete was useful" and a coding of the students comments revealed nine categories of comments.

Conclusion: Students in the old and new curriculum found that HistoPete was useful and that it was an effective learning tool. Students in the old curriculum thought that it was a good preparation for the lab meeting. Students wanted larger images with higher resolution.