在健康科学士生中进行在线小组工作的经验:一项定性研究
Live Edvardsen Tonheim1, Marianne Molin2, Asgeir Brevik3
1Department of Nursing and Health Promotion, Faculty of Health Science, Oslo Metropolitan University, Oslo, 0130, Norway. liveedva@oslomet.no.
BMC medical education
|September 26, 2025
概括
在健康科学领域的在线小组工作存在挑战,但调整作业和促进小组凝聚力可以改善学生的参与和学习. 清晰的指导和专门的交互时间是成功在线合作的关键.
科学领域:
- 医疗专业教育卫生专业教育
- 在线学习环境在线学习环境
- 协作式学习是一种协作式学习.
背景情况:
- 在线小组工作在健康科学教育中很普遍,提供了积极学习和技能发展的机会.
- 尽管有好处,但在线协作面临着影响学生参与和学习成果的挑战.
- 关于在线小组工作的促进者和障碍的研究有限,特别是从健康科学学生的角度来看.
研究的目的:
- 探索健康科学士的学生在线小组工作的经验.
- 确定影响健康科学课程在线协作成功的关键促进者和障碍.
主要方法:
- 与挪威一所大学的8个健康科学课程的14名士生进行的个人采访.
- 采访采用了半结构化指南,并在2022年5月至9月期间通过视频会议进行.
- 数据分析使用反射主题分析进行,遵循布劳恩和克拉克的方法.
主要成果:
- 出现了三个总体主题:"参与在线小组工作 - 一个优先事项","学生需要在小组中保持连续性",以及"在线小组工作中找到流动".
- 八个子主题详细介绍了促进者和障碍,包括灵活性二元化,有充分理由优先考虑参与,建立小组关系,安全,共同责任,沟通掌握,技术方面和分配清晰度.
- 学生的经验强调了结构,明确的期望和社会联系对于有效的在线小组工作的重要性.
结论:
- 在线小组工作需要适应虚拟环境的独特需求.
- 建议包括使小组工作元素为连续性强制性,为小组介绍分配时间,并制定明确的指导方针.
- 任务应该促进共同努力,并明确阐述好处,以提高在线协作环境中的学习和学生满意度.
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