利用数字资产:为专业科学家提供14年的同位素追踪器课程的经验教训
Eann Malabanan1, Owen P McGuinness1, Kendra H Oliver2,3
1Department of Molecular Physiology and Biophysics, School of Medicine Basic Sciences, Vanderbilt University School of Medicine, Nashville, Tennessee, United States.
Advances in physiology education
|May 2, 2024
概括
科学培训计划通过数字资产增强了面对面的活动,从而提高了参与者满意度. 这种虚拟元素的整合改善了各种专业人员在已建立的课程中的学习和参与.
科学领域:
- 代谢研究研究 代谢研究
- 科学专业发展科学专业发展
- 教育技术的教育技术
背景情况:
- 由于COVID-19大流行,科学培训计划需要转向虚拟格式.
- 将数字资产整合到传统的面对面的科学专业发展计划中的有效性仍然不确定.
- 已建立的项目在适应新的交付方法,同时保持参与者的参与度方面面临挑战.
研究的目的:
- 评估将数字资产纳入面对面的科学培训计划的影响.
- 评估参与者对混合 (面对面与数字元素) 与传统面对面格式的满意度.
- 了解虚拟资源如何在专业发展中支持异质学习者.
主要方法:
- 来自长期培训计划的调查数据的分析",代谢研究中的同位素标记物:运动分析的原则和实践".
- 在疫情前的面对面计划,完全虚拟计划 (2021) 和疫情后的混合计划 (2022) 之间的参与者满意度的比较.
- 评估特定的程序元素,包括讲座和数字参与策略.
主要成果:
- 与疫情前的计划相比,2022年疫情后的面对面计划,其中包括数字资产,显示了调查满意度和包含这些元素之间的积极关系.
- 来自2021年虚拟课程的参与者反表明,尽管人们更喜欢回到面对面的格式,但数字资产的使用有价值.
- 与前几年相比,2022年面对面课程的讲座表现出更好的"价值和可理解性".
结论:
- 将数字参与策略整合到已建立的面对面专业发展计划中,可以提高参与者的满意度和学习能力.
- 混合格式,将面对面的互动与数字资源相结合,有效地支持各种学习需求.
- 数字元素的成功适应为未来的科学培训和专业发展计划提供了有价值的模型.
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