基于视频的讲座参与在一个翻转的课堂环境
Raquel Gutiérrez-González1,2, Alvaro Zamarron3, Ana Royuela4
1Department of Neurosurgery, Puerta de Hierro University Hospital, IDIPHISA, Manuel de Falla 1, Majadahonda-Madrid, 28222, Spain. rgutierrezgonzalez@yahoo.es.
BMC medical education
|October 26, 2024
概括
在翻转的课堂视频讲座中,学生的参与度在课程中显著下降,更短的视频显示了更好的保留. 超过一半的学生没有参与视频内容,强调需要改进初始参与策略.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
背景情况:
- 翻转课堂模型利用预先录制的视频讲座来增强面对面的学习.
- 学生参与基于视频的学习材料对于学术成功至关重要.
研究的目的:
- 确定影响学生参与和参与翻转课堂环境中的基于视频的讲座的因素.
- 分析视频观看率,学率和本科医学教育中的受众保留率.
主要方法:
- 神经外科的一项单中心研究使用Edpuzzle平台在两学年内进行视频讲座.
- 多变量线性回归分析了变量和视频参与度指标之间的关联.
- 收集的数据包括视频观看率,早期学率和观众保留率.
主要成果:
- 平均视频观看率为41%,超过一半的学生没有参与.
- 课程开始时的视频比课程结束时的视频有更高的观看率和保留率.
- 短视频提高了参与度,而嵌入式问题并没有显著增加参与度.
结论:
- 很大一部分学生 (50%以上) 没有参与视频讲座,需要更好的初始参与策略.
- 随着课程的进展和更长的视频持续时间,参与度下降.
- 强制性活动增加了观看,但减少了保留;嵌入式测试没有显示出显著的参与效益.
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