Javier Ferrer-Torregrosa|Miguel Ángel Jiménez Rodríguez|Javier Torralba-Estellés|Fernanda Garzón-Farinós|Marcelino Pérez-Bermejo|Nadia Fernández-Ehrling
Distance learning ects and flipped classroom in the anatomy learning: comparative study of the use of augmented reality, video and notes
Valencia Catholic University Saint Vincent Martyr|Universitat de València|Valencia Catholic University Saint Vincent Martyr|Universitat de València|Valencia Catholic University Saint Vincent Martyr|Universitat de València|Valencia Catholic University Saint Vincent Martyr|Universitat de València|Valencia Catholic University Saint Vincent Martyr|Universitat de València|Valencia Catholic University Saint Vincent Martyr|Universitat de València
establishment ects european credit transfer system one pillars european space higher education way accounting time spent training two essential parts classroom teaching work professor distance learning work without professor whether individual collective way much published distance learning part less classroom teaching section work authors investigate didactic strategies associated aids distance learning work concept based flipped classroom transmitting information carried aids professor prepares student works independent way classes thus able dedicate classroom teaching time complex learning able count professors helpthree teaching aids applied study anatomy compared notes images videos augmented reality four dimensions compared time spent acquired learnings metacognitive perception prospects use augmented reality studythe results show effectiveness aspects augmented reality compared rest aids questionnaire assessed acquired knowledge course exam 560 points obtained notes group 654 video group 719 augmented reality group 094 points video group compared notes 159 points augmented reality group compared notes groupthis research demonstrates although technology sufficiently developed education expected improved autonomous work student academic training health science students teach learn moreover one see grades students studied augmented reality grouped less dispersion marks compared materials