基于MOOC的混合学习知识翻译能力建设:一个定性评估研究
Christian Dagenais1, Aurélie Hot1, Anne Bekelynck2
1Department of Psychology, Université de Montréal, Montreal, Quebec, Canada.
PloS one
|February 9, 2024
概括
混合学习与大规模开放在线课程 (MOOCs) 有效地建立了科特迪瓦的知识翻译 (KT) 能力. 虽然参与者获得了知识技术技能,但长期实践的可持续性需要进一步调查.
科学领域:
- 健康研究能力建设 卫生研究能力建设
- 知识 翻译 翻译
- 教育技术的教育技术
背景情况:
- 低收入和中等收入国家 (LMICs) 的知识翻译 (KT) 能力建设计划面临着高需求,但对有效培训方法的理解有限,特别是在非英语环境中.
- 混合学习,整合在线和面对面的组件,为提供可扩展的KT培训提供了潜在的解决方案.
研究的目的:
- 通过大规模开放式在线课程 (MOOCs) 调查混合学习的有效性,以在科特迪瓦的研究人员中培养知识翻译 (KT) 能力.
- 评估学习者的需求,满意度,技能获取,以及培训后新的知识技术实践的可持续性.
主要方法:
- 一项使用Kirkpatrick更新的评估模型进行定性研究.
- 在培训后立即和五个月后,与参与者进行了23次半导体采访.
- 参与者是科特迪瓦的一个中心的研究人员.
主要成果:
- 混合学习计划,利用MOOC,满足学习者的需求,提供适当的内容和教学格式.
- 参与者积极接受了面对面的活动和指导,这对于实际应用知识技术技能至关重要.
- 据报道,他们获得了特定的知识技术技能,包括流程结构和科学沟通.
结论:
- 结合MOOC的混合学习是一种可行的方法,用于在LMICs建立知识技术能力,满足学习者的需求和提高特定技能.
- 虽然最初的变化令人鼓舞,但新获得的知识技术实践的长期可持续性仍然不确定,需要进一步监测.
- 学习者的观点强调了量身定制的内容,有效的教学和持续支持对成功的知识技术能力发展的重要性.
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