超越任务:开发一种工具来测量影响认知负载和学习的工作场所特征.
Sarah Blissett1, Sebastian Rodriguez2, Atif Qasim3
1S. Blissett is assistant professor, Department of Medicine, Division of Cardiology, and a researcher, Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada.
概括
这项研究开发了工作场所认知负载工具 (W-CLT),以测量工作场所特征如何影响心脏病学研究员的学习. W-CLT确定了影响在工作场所学习环境 (WLE) 中学习的关键因素.
科学领域:
- 医学教育 医学教育
- 心理测量 心理测量 心理测量
- 工作场所学习 工作场所学习
背景情况:
- 教师需要经过验证的工具来评估工作场所学习环境 (WLE).
- 现有的工具往往无法捕捉到WLEs的社会,组织和物理方面.
- 了解工作场所的感知特征对于优化学习者发展至关重要.
研究的目的:
- 开发和验证一个测量工作场所特征影响心脏病学研究员学习的工具.
- 评估心声回声学WLEs的社会,组织和物理组成部分.
- 为评估医学子专业的学习环境提供心理测量仪器.
主要方法:
- 工作场所认知负载工具 (W-CLT) 的开发,共有17个项目.
- 探索性因子分析以确定W-CLT的最佳结构.
- 在60个项目中对646名心脏病学研究员进行了调查;308人回答 (49%的响应率).
- 使用统一有效性模型收集的有效性证据.
主要成果:
- W-CLT展示了4个因素结构:工作场所任务,工作场所环境,工作场所导向以及工作场所教学和反.
- 所有因素都表现出高可靠性 (克朗巴赫α在0.92到0.96之间).
- 观察到因素之间存在显著的相关性,这表明不同工作场所特征之间的相互作用及其对学习的影响.
结论:
- W-CLT有效地衡量心脏病学研究员对影响学习的工作场所特征的看法.
- 该工具的结构突出了社会,组织和物理因素在WLEs的重要性.
- 该W-CLT作为未来研究优化学习在各种WLEs的基础.
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