VIRTUAL VERSUS TRADITIONAL DISSECTIONS IN ENHANCING LEARNING : A STUDENT PERSPECTIVE

This paper describes a study comparing the perceived effectiveness of “real” and “virtual” dissections in a first-year human biology course. Data were collected from enrolled students using surveys and focus groups within an action-research methodology. The findings suggested that there is little difference between the two types of instruction in terms of learning the structure and function of organs. However, while the results showed that over 65% of students used the virtual materials, access to computers or the Internet was not a determining factor for those students who did not access the virtual dissections. These outcomes reinforce the need to offer a variety of learning experiences that target different styles of learning.