The delivery of online courses has revolutionized academic curriculums worldwide. The demand for online learning suggests that the traditional “hands on” laboratory experiences may be replaced with multimedia and web-based experiences. A concern educators have toward this trend is the lack of evidence and scarcity of research aimed at determining if students can satisfactorily achieve learning objectives in an online course. The purpose of this research is to determine the learning outcomes of web-based learning (WBL) vs. model-based learning (MBL) vs. a combination of the two (WMBL) of anatomy laboratory material. Sub-purposes are to 1) determine the critical features of effective web-based and model-based learning, 2) to evaluate the role of learner type in assessing the effectiveness of the three methods of course delivery and, 3) to evaluate the role of subject matter in assessing the effectiveness of the two methods of course delivery. If the learning objectives of anatomy laboratories can be met via online learning, then the curriculum of many health-related fields could embrace this model of education. If limitations of online learning are revealed, it will then be imperative to curriculum planners to use online learning judiciously. Both qualitative (log book and exit survey) and quantitative data will be collected. After a 6 week orientation, all three modes will be employed in counter-balanced 6 wk blocks over the duration of a University human anatomy course. Students marks (dependent variable) on the lab exam following each 6 wk block will be analyzed using a 3(WBL vs. MBL. Vs WMBL) X 4(units of time) ANOVA.

Keywords: online learning, anatomy, distance education, multimedia