传统教学与国家翻转课堂课程的成本比较
Melissa M Carbajal1, Heidi Karpen2, AnnaMarie Arias-Shah3
1Department of Pediatrics, Baylor College of Medicine, Texas Children's Hospital, Houston, Texas.
American journal of perinatology
|September 6, 2024
概括
开发共享的教育材料,如国家新生儿科课程 (NNC) 翻转教室 (FC) 模型,与当地传统教学 (TD) 材料相比,显著降低了每位同学的成本,节省了宝贵的教师时间.
科学领域:
- 医学教育 医学教育
- 课程开发 课程开发
- 健康 专业 教育 卫生 专业 教育
背景情况:
- 传统的教学 (TD) 教育需要在当地开发材料.
- 翻转课堂 (FC) 模型为共享资源提供了潜力.
- 国家新生儿学课程 (NNC) 为共享的教育材料提供了一个框架.
研究的目的:
- 为了比较教师准备TD与FC教育材料的教师时间成本.
- 评估共享国家课程资源与当地材料创作之间的成本效益.
- 评估奖学金计划规模对成本节约的影响.
主要方法:
- 调查数据和全国平均教师工资被用来计算材料开发成本.
- 威尔科克森等级总和测试和波桑率比较被用于统计分析.
- 确定了每位研究员的成本,并考虑了奖学金计划的大小.
主要成果:
- 与TD材料相比,FC材料需要更长的初始开发时间 (中位数为17小时与5小时).
- 与当地TD材料相比,全国共享的FC材料使得每位研究员节省了19至72倍的成本.
- 在所有奖学金计划大小中,成本节省是相当大的,特别是受益于较小的计划.
结论:
- 在全国范围内开发和传播教育材料可以大大节省教师的时间和每个学习者的成本.
- 像NNC这样的标准化计划可以作为创建其他专业的共享,同行评审的教育资源的模型.
- 共享资源促进教育公平,并可以为其他学术追求释放教师时间.
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