学生在混合实验室模型中的表现和感知:在基础微生物学课程中对交互式虚拟模拟和面对面的集成进行探索性研究
Vanessa Ayer Miller1, Timothy Marks1, Dorothea K Thompson1,2
1Department of Pharmaceutical and Clinical Sciences, College of Pharmacy & Health Sciences, Campbell University, Buies Creek, North Carolina, USA.
Journal of microbiology & biology education
|March 6, 2025
概括
虚拟实验室模拟 (VLS) 和面对面实验室 (IP) 在学习程序,概念和批判性思维技能方面表现出类似的有效性. 学生们喜欢VLS的详细解释和灵活性,建议微生物学教育的混合模式.
科学领域:
- 微生物学教育 微生物学教育
- 教育技术的教育技术.
- 虚拟学习环境 虚拟学习环境
背景情况:
- 虚拟实验室模拟 (VLS) 为教育提供了灵活性,可扩展性和增强的可视化.
- 将VLS与传统的面对面 (IP) 实验室集成,可以优化技能发展.
研究的目的:
- 比较VLS与IP实验室在促进程序,概念和批判性思维技能的有效性.
- 与IP实验室相比,探索本科微生物学学生对VLS的看法.
主要方法:
- 一项涉及49名本科微生物学学生的研究比较了VLS和IP实验室经验.
- 同样的测试评估了学习成果,焦点小组讨论探讨了学生的感知.
- 使用开放式和轴向编码的专题分析应用于定性数据.
主要成果:
- 在VLS和IP组之间没有发现统计学上显著的绩效分数差异.
- 学生们报告了对VLS的积极看法,强调了诸如详细解释,重复和时间管理等好处.
- 学生表示有兴趣在混合格式中使用VLS,作为实验室前或补充练习.
结论:
- 两种VLS和IP实验室模式都有效地提高了基础微生物学的学习.
- 结合VLS和IP经验的混合实验室模型对培训临床前学生有好处.
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