在医学营养课程的混合学习中,学生的感知和自我效能:一种混合方法研究课程
Aksara Regmi1,2, Xuanxia Mao1,2, Qi Qi1,2
1Department of Clinical Nutrition, Xinhua Hospital affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China.
BMC medical education
|December 3, 2024
概括
医学营养课程中的混合学习提高了学生的自我效能和参与度,特别是在协作任务中. 虽然灵活而有吸引力,但它需要解决自我纪律的挑战,以获得最佳结果.
科学领域:
- 医学教育 医学教育
- 教育技术的教育技术
- 营养科学 营养科学
背景情况:
- 混合学习,结合在线和离线教育,在高等教育中越来越多地被采用.
- 这项研究调查了它对医学营养学生的影响.
研究的目的:
- 评估混合学习对学业成绩,参与度和自我效能的影响.
- 在医学营养课程中,将混合学习与传统方法进行比较.
主要方法:
- 混合方法设计,有110名混合学习学生和93名传统学习者.
- 通过学术评估,采访和问卷收集的数据.
- 用t测试和奇方位分析的定量数据;用主题分析分析的定性数据.
主要成果:
- 混合学习的学生在学习规划,参与和知识应用方面表现出更高的自我效能.
- 在混合组的协作评估中提高了学术表现.
- 学生们重视灵活性和参与度,但也注意到自律的挑战.
结论:
- 混合学习增强了医疗营养教育中的参与,自我效能和协作技能.
- 灵活性和资源是有益的,但自律和环境需要注意有效性.
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