在面对面的会议中设计一个大规模的开放在线课程 (MOOC). 一个混合设计,教实用的组织学
L Pesesse1, B O Dozo2, P Quatresooz1
1Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium.
概括
整合一个大规模开放的在线课程 (MOOC) 与组织学虚拟显微镜增强了数字教育. 这种混合方法保持了学生的表现和满意度,同时扩大了对学习资源的访问.
科学领域:
- 医学教育 医学教育
- 数字学习数字学习
- 历史学教育教育 历史学教育
背景情况:
- 虚拟显微镜和数字资源正在改变组织学教育.
- 大规模开放在线课程 (MOOC) 为分享教育内容提供了可扩展的平台.
- 将在线资源与传统教学方法相结合,为教学提供了新的机会.
研究的目的:
- 描述一个组织学MOOC的教学设计与面对面的会议集成.
- 评估这种混合学习策略对学生成果和参与度的影响.
- 确定结合MOOC和基于课堂的组织学教学的好处和障碍.
主要方法:
- 组织学MOOC的设计题为"介绍组织学:探索人体组织".
- 调整学习成果 (认知水平) 与在线/面对面的活动和评估.
- 收集和分析学生的感知和绩效数据.
主要成果:
- 混合学习策略保持了学生的绩效水平.
- 观察到高学生满意度和参与度.
- MOOC与课堂教学的成功整合产生了积极的结果.
结论:
- 混合学习,将MOOC与传统方法相结合,对于组织学教育是有效的.
- 这种方法提高了数字资源共享和学生参与度.
- 谨慎的教学设计对于成功实施至关重要,尽管存在潜在的障碍.
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