对我来说听起来很好:一项定性研究,探索使用音频来增强学生的反体验
Anne Kirwan1, Sara Raftery1, Clare Gormley1
1School of Nursing, Psychotherapy and Community Health, Dublin City University, Glasnevin, Dublin 9, Ireland; Teaching Enhancement Unit, Dublin City University, Glasnevin, Dublin 9, Ireland.
概括
音频反显著提高护理学生的学术工作,通过培养与教育工作者更强的联系. 与传统的书面反相比,这种方法提供了一种更个性化,更有吸引力的方法来提高理解和表现.
科学领域:
- 高等教育教学的教学.
- 护理教育 护理教育
- 教育技术的教育技术
背景情况:
- 学术反的提供和采用至关重要,但在高等教育中经常引起辩论.
- 传统的书面反往往缺乏迅速性,细节性或学生参与度.
- 这项研究探讨了音频片段作为一种替代的形成性反方法.
研究的目的:
- 评估毕业生护理学生对音频反对学术工作质量影响的看法.
- 为了比较学生对音频的偏好与传统的书面反.
主要方法:
- 一项定性描述性研究,涉及199名爱尔兰学士学位护理学生.
- 学生在作业上获得了音频和书面的形成性反.
- 通过主题分析分析的匿名在线调查问卷探索了反感知.
主要成果:
- 出现了四个主要主题:连接,参与,增强理解和验证.
- 音频和书面反都被认为是有益的.
- 学生们压倒性地更喜欢音频反的整体,情感和个人品质,培养讲师-学生连接的感觉.
结论:
- 音频反提高了学生的参与度和对学术写作改进的理解.
- 这项研究强调了讲师与学生之间的联系的关键作用,通过音频反来促进,作为一个关键的激励因素.
- 在临床实习期间,音频反意外地加强了学生与机构的联系.
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