实验证据"轻触"个性化电子邮件干预在线,本科生理学课程中的实验证据
Brian K Leary1, Randy W Bryner1, Miriam E Leary1
1Department of Human Performance and Applied Exercise Science, Division of Exercise Physiology, School of Medicine, West Virginia University, Morgantown, West Virginia, United States.
Advances in physiology education
|October 5, 2023
概括
在生理学测试后,个性化的电子邮件并没有提高学生的参与度或成绩. 标准化的反也被证明同样有效,这表明轻松的电子邮件没有提供学术优势.
科学领域:
- 生理学教育教育 物理学教育
- 教育技术的教育技术
- 学生参与策略 学生参与策略
背景情况:
- 大型生理学课需要可扩展的策略教师参与学生.
- "轻触"干预措施旨在提高学术表现和参与度,教师的努力最小.
- 在线学习环境为学生与教师的互动带来了独特的挑战.
研究的目的:
- 为了比较个性化的反电子邮件与标准化的反电子邮件,以了解学生对教师参与的看法.
- 评估电子邮件反对学术资源利用的影响.
- 评估个性化电子邮件对在线生理学课程中的学业成绩的影响.
主要方法:
- 随机对照试验包括205名初级生理学在线学生.
- 实验组收到了个性化的绩效反电子邮件;对照组收到了标准化的电子邮件.
- 调查评估了学生的看法,资源使用和人口统计数据;学术成绩被收集.
主要成果:
- 在个性化和标准化电子邮件群体之间对教师参与度的看法没有显著差异.
- 个性化电子邮件并没有增加学生使用学术支持服务的可能性.
- 两组之间在最终考试或课程成绩上没有明显的差异.
结论:
- 关于测试表现的个性化,轻松的电子邮件不会提高在线生理学课程的学生参与度或学术成果.
- 该研究不支持使用个性化电子邮件而不是标准化的电子邮件来改善学生的指标.
- 寻求增强在线学生参与度的教师应该探索替代或补充策略.
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