超越协作学习:小组在面对面和在线环境中的比较
Xiaomei Song1, Michael Elftman2
1School of Medicine, Case Western Reserve University, 9501 Euclid Avenue, Cleveland, OH 44106-7503 USA.
Medical science educator
|April 30, 2024
概括
在医学教育中,基于案例的在线学习 (CBL) 和基于团队的学习 (TBL) 与面对面的环境相比,对学生的协作和社区产生了负面影响. 虚拟环境减少了学习机会和社会联系,挑战了协作技能发展.
科学领域:
- 医学教育 医学教育
- 在线学习在线学习
- 协作式学习是一种协作式学习.
背景情况:
- 基于案例的学习 (CBL) 和基于团队的学习 (TBL) 在医学教育中很常见,以促进合作.
- 由于COVID-19的流行,医学院的教学需要从面对面转向在线教学.
- 在线环境对CBL/TBL协作学习动态的影响仍未得到充分探索.
研究的目的:
- 调查如何过渡到在线基于案例的学习 (CBL) 和基于团队的学习 (TBL) 影响了医学学生的协作.
- 了解学生在虚拟与面对面学习环境中的协作方面的看法和行为.
主要方法:
- 采用了一种混合方法的顺序设计.
- 从2023年级的同行评价调查中收集了回顾性定量数据.
- 通过六个重点小组收集了定性数据,以探索学生的经验.
主要成果:
- 学生的同行评价总体上是积极的,但在虚拟环境中对两个问题的看法明显不那么有利,相比于亲身CBL/TBL.
- 焦点小组揭示了主题,表明在虚拟环境中与小组成员失去合作机会.
- 学生报告说,在在线环境中,学习机会和与同龄人和更广泛的学习社区的社交联系减少了.
结论:
- 虚拟学习环境可能会对医学教育中的有效协作学习和社区建设构成挑战.
- 转向在线CBL/TBL可能会阻碍医学学生发展协作技能和社区意识.
- 需要进一步的研究来优化医学教育中的在线协作学习策略.
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