超越讲座:关于在教学继续教育中面对面和虚拟主动学习技术的德尔菲研究
Yemisi O Jones1,2,3,4,5,6,7, Kristen Timmons1,2,3,4,5,6,7, Rebecca Kolb1,2,3,4,5,6,7
1Dr. Jones: Associate professor, Department of Pediatrics, University of Cincinnati College of Medicine, and attending physician, Cincinnati Children's Hospital Medical Center, Cincinnati, OH.
积极学习技术是有效的,但在继续教育中未被充分利用. 这项研究确定了13种适用于大群体环境的技术,为教育工作者提供了指导.
科学领域:
- 医学教育 医学教育
- 继续教育继续教育.
- 学习科学 学习科学
背景情况:
- 积极学习策略提高了教育成果,但很少在大群体继续教育 (CE) 中使用.
- 在了解哪些主动学习技术对CE学习者来说是实用和有吸引力的方面存在差距.
- 这项研究解决了为大组教学设置识别有效主动学习方法的需求.
研究的目的:
- 确定哪些主动学习技术是可接受的和可行的大群体继续教育.
- 评估学习者与各种主动学习技术在面对面和虚拟形式的参与的可能性.
- 为在继续教育中实施积极学习提供基于证据的建议.
主要方法:
- 一项文献审查确定了30种主动学习技术.
- 两个德尔菲小组,一个是医学教育专家 (n=10) 和一个是CE与会者 (n=12),评价了每个技术.
- 评级涵盖了适当性,面对面/虚拟可行性以及聘用可能性.
主要成果:
- 在30种主动学习技术中,有13种 (43%) 在所有五个措施 (适当性,可行性,参与度) 上达成共识.
- 其余的技术至少在一个措施上缺乏共识.
- 只有两种技术被认为不适合大群教学CE.
结论:
- 在几个主动学习技术的可行性,适当性和参与潜力方面达成了共识.
- 这些发现为在大型群体教学教育中实施积极学习提供了指南.
- 这项研究作为未来关于继续教育中的积极学习研究的基础.
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