护理本科生在混合学习中的认知参与:一个并行的混合方法研究
Meng-Meng Xu1, Qi Tian2, Shuang-Han Yu2
1Nursing school of Jilin University, No. 965 Xinjiang Street, Changchun 130021, Jilin Province, China; Pingxiang Health Vocational College, No. 333 Wugongshan Street, Pingxiang 337000, Jiangxi Province, China.
护理本科生在混合学习中表现出适度的认知参与. 加强学习活动,自主,自我效能和社交互动是提高他们参与度的关键.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
- 高等教育 高等教育
背景情况:
- 在本科护理课程中,混合学习越来越多地被采用.
- 在混合课程中,认知参与对于深度学习和高层次思考至关重要.
- 关于护理本科生的认知参与及其在混合学习中的决定因素的研究有限.
研究的目的:
- 调查混合学习环境中护理本科生认知参与水平.
- 确定影响这一群体认知参与的因素.
主要方法:
- 对142名本科护理学生进行了一项融合的并行混合方法研究.
- 用单变量,相关性和多重回归分析分析了定量数据.
- 通过对15名学生进行半结构面试,收集了定性数据.
主要成果:
- 认知参与被发现处于中等水平.
- 关键的影响因素包括多样化的学习活动,学生的自主权,学术自我效能和社会互动.
- 定性发现揭示了与重建,连接,阐述和保留相关的认知参与经验.
结论:
- 在混合学习中护理本科生之间的认知参与需要改进.
- 提高参与度的策略包括设计多样化的学习活动,促进社会互动,提高学生的自主性和自我效能.
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