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Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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基于MOOC的混合学习知识翻译能力建设:一个定性评估研究.

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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.

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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.