护理学生对混合学习的满意度的决定因素
Eman Arafa Hassan1, Ahlam Mahmoud Mohamed2, Fatma Abdou Eltaib3
1Critical Care and Emergency Nursing Department, Faculty of Nursing, Alexandria University, Alexandria, Egypt. eman_arafa@alexu.edu.eg.
BMC nursing
|October 18, 2024
概括
护理学生对混合学习的满意度受社会人口学因素,互联网接入和环境支持的影响. 教师可以利用这些见解来增强混合学习体验并提高学生的参与度.
科学领域:
- 护理教育 护理教育
- 教育技术的教育技术
背景情况:
- 在护理教育中,混合学习越来越多地被采用,它结合了传统和在线方法.
- 学生的满意度是混合学习在这个领域的成功的一个关键问题.
- 了解影响满意度的因素对于优化教育策略至关重要.
研究的目的:
- 确定护理学生对混合学习的满意度的决定因素.
- 为教育工作者提供见解,以改善护理课程中的混合学习环境.
主要方法:
- 亚历山大大学对1266名护理学生进行了一项描述性的横截面研究.
- 通过在线调查收集数据,使用验证的满意度和环境因素等级.
- 逆向多重线性回归分析被用来确定满足感的重要预测因素.
主要成果:
- 社会人口统计学变量 (年龄,性别,收入),互联网访问,学年,计算机素养,学习偏好和环境促进因素显著影响了学生的满意度 (p < 0.001).
- 鉴定的变量总体解释了混合学习满意度得分差异的31% (调整后R2=0.31).
结论:
- 社会人口统计学特征,混合学习偏好和感知到的环境支持是护理学生满意度的重要预测因素.
- 研究的局限性包括自我报告偏见,方便的抽样和横截面设计,这些限制了概括性和因果结论.
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