从自我监管到共同监管:在专业间教育的调查社区中完善学习的存在
Binbin Zheng1, Fraide A Ganotice1, Chin-Hsi Lin2
1Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR.
Medical education online
|May 27, 2023
概括
同调节显著支持在线学习中的自我调节,增强学习者的进步和满意度. 教育工作者应该促进共同监管,以获得健康专业教育中更好的结果.
科学领域:
- 在线学习环境在线学习环境
- 跨专业的医学教育.
- 协作式学习的动态.
背景情况:
- 调查共同体 (CoI) 框架最初确定了三个存在:教学,认知和社会.
- 后来加入了学习存在,强调自我调节的学习.
- 这项研究通过检查自我和共同调节对结果的影响来完善学习存在.
研究的目的:
- 调查 CoI 框架内的自我监管和共同监管的相互作用.
- 了解这些监管过程如何影响在线跨专业教育中的学习成果.
- 完善在线协作学习中学习存在的构造.
主要方法:
- 在网上跨专业医学教育课程中调查了110名参与者.
- 采用路径分析来检查CoI存在,学习存在 (自我和共同调节) 和学习成果之间的关系.
- 评估所感知的进步和学习者满意度作为关键结果.
主要成果:
- 通过联合监管,教师的存在间接影响了所感知的进步.
- 同调节直接和积极地影响了自我调节和认知存在.
- 社会存在对学习者的满意度和感知进度都有积极的影响.
结论:
- 共同监管对于支持在线协作环境中的自我监管至关重要.
- 卫生专业的教育工作者应该设计活动,促进共同监管技能,以改善学习成果.
- 互动,协作环境对于在跨学科的卫生专业中发展终身学习的自我和共同监管至关重要.
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