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MOOC-Empowered Blended Teaching Mode in Human Anatomy: A Structural Equation Modeling Analysis.
Mingxin Wen1, Mengjie Wu2, Haiwei Meng1
1Department of Anatomy and Neurobiology, School of Basic Medicine, Cheeloo College of Medicine, Shandong University, Jinan, China.
Clinical Anatomy (New York, N.Y.)
|May 4, 2026
Summary
Massive Open Online Course (MOOC)-empowered blended learning significantly enhances anatomy education by improving perceived value, knowledge integration, and engagement. MOOC performance also predicts final exam success, highlighting the digital transformation of medical courses.
Area of Science:
- Medical Education
- Educational Technology
- Human Anatomy
Background:
- Traditional anatomy courses face challenges like resource shortages and low engagement.
- Blended learning models incorporating Massive Open Online Courses (MOOCs) offer a potential solution.
- This study investigates the psychological-behavioral pathways in MOOC-enhanced anatomy education.
Purpose of the Study:
- To evaluate the effectiveness of a MOOC-empowered blended teaching mode in human anatomy.
- To analyze the relationships between perceived course value (PCV), knowledge integration and deep processing (KIDP), and learning engagement and behavioral shifts (LEBS).
- To determine if MOOC performance predicts final examination outcomes.
Main Methods:
- Anonymous survey administered to medical undergraduates measuring PCV, KIDP, and LEBS.
- Spearman correlation analysis to examine relationships between teaching elements and latent variables.
- Structural Equation Modeling (SEM) to assess the mediating role of KIDP.
- Linear regression to correlate MOOC scores with final examination results.
Main Results:
- Strong positive correlations found among PCV, KIDP, and LEBS (r=0.73-0.86, p<0.001).
- Instructional videos positively correlated with all dimensions; clinical content demand negatively correlated.
- SEM confirmed KIDP as a full mediator between PCV and LEBS (indirect effect=0.774).
- MOOC scores positively predicted final examination scores (r=0.443, p<0.001; y=0.5225x+24.842).
Conclusions:
- MOOC-empowered blended learning significantly improves anatomy learning effectiveness and predicts academic performance.
- Knowledge integration and deep processing (KIDP) is the crucial link between student perception and learning actions.
- Findings support digital transformation and curriculum reform in foundational medical courses.
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