使用CIPP模型来引起卫生专业教师和学生对虚拟学习的看法
Sakineh Gerayllo1, Mohammadali Vakili2, Leila Jouybari3
1Department of Health, Faculty of Health, Health Education and Health Promoion, Golestan University of Medical Sciences, Gorgan, Iran.
BMC medical education
|February 1, 2025
概括
随着COVID-19大流行,教育在线转移,教师和学生发现虚拟学习是混合的. 关键问题包括学生参与率低和教授承诺减少,影响教育目标.
科学领域:
- 教育教育教育教育教育教育.
- 在线学习在线学习
- COVID-19 的影响力
背景情况:
- 由于COVID-19的流行,我们需要迅速从面对面的教育转向虚拟教育.
- 这项研究使用CIPP模型评估了大流行期间虚拟学习的实施情况.
研究的目的:
- 评估教师和学生对虚拟学习实施的看法.
- 为了确定在线教育过渡的挑战和成功.
主要方法:
- 这是一项涉及522名学生和38名教师的横截面研究.
- 使用了基于上下文,输入,过程和产品 (CIPP) 模型的验证问卷.
- 使用描述和推断统计学分析的数据 (曼-惠特尼,克鲁斯卡尔-瓦利斯,斯皮尔曼相关性).
主要成果:
- 教师和学生报告了不同的观点,在CIPP组件中,平均得分接近中点 (3.00).
- 关键问题包括学生参与率低 (3.78) 和教授承诺减少 (3.48).
- 学生的看法因年龄,教育水平,教师和婚姻状况而有很大差异,学生和教师之间的输入结构有显著差异.
结论:
- 调查结果突出了需要战略考虑的虚拟教育中的关键问题.
- 结果可以为未来在线教育计划调整,延续或修订的政策制定提供信息.
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