结合概念图和基于案例的学习在一个翻转的教室:一个混合方法的研究研究
Nurse education in practice
|February 20, 2024
概括
一种混合学习方法,结合概念图,基于案例的学习和翻转的课堂,有效地提高了护理学生的学业成绩和学习技能. 这种方法提高了自我指导的学习和认知成熟度,为护理教育提供了有价值的替代方案.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
- 教学教育学 在教学上
背景情况:
- 基于案例的学习 (CBL) 是护理教育中以学生为中心的方法,通常使用翻转教室.
- 将CBL和翻转教室整合到混合格式中存在挑战.
- 这项研究通过将概念图与CBL和翻转教室相结合来解决这个问题.
研究的目的:
- 评估混合学习方法对本科护理学生的影响.
- 评估学术成绩,学习技能和学生经验.
- 研究了整合概念图,CBL和翻转教室的有效性.
主要方法:
- 采用混合方法的方法,包括准实验性研究和半结构面试.
- 277名本科护理学生参加了这项研究:对照组 (CBL) 136名,实验组 (混合方法) 141名.
- 评估自我指导的学习,批判性思维,学习策略和课程成绩干预前后.
主要成果:
- 定量分析显示,混合体和CBL组之间对课程成绩,自主学习,认知成熟度和学习策略的影响相似.
- 定性调查结果显示,混合方法促进了综合学习和自我评估.
- 混合方法有助于适应翻转的课堂,并增强了教师与学生的互动.
结论:
- 结合基于案例的学习,翻转课堂和概念地图是护理学生的有效学习策略.
- 这种混合方法可以改善自主学习,认知成熟度和学习策略.
- 概念地图增强了混合模型中的综合学习,自我评估,适应和交互.
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