发现证据:从面对面学习过渡到在线学习
Katherine E Yerex1, Dieter J Schönwetter2, Caroline Monnin3
1Associate professor, School of Dental Hygiene, Dr Gerald Niznick College of Dentistry, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, MB, Canada.
概括
通过将传统讲座与牙科教育中的在线模块进行比较,这项研究发现,这两种方法都提高了学业表现. 学习风格的偏好显著影响了学生的参与度和他们对学习的控制感.
科学领域:
- 牙科教育 牙科教育
- 教育技术的教育技术
- 卫生科学 教学 教育学
背景情况:
- 需要在牙卫生和牙科方面基于证据的创新教学技术的整合.
- 检查教育技术的直接和间接影响,以提高教学实践.
- 在健康科学教育中适应不同学习风格的重要性.
研究的目的:
- 将传统讲座与针对不同学习风格的在线模块进行比较.
- 探索教学方法对学生参与,留住和回忆的影响.
- 评估牙科课程中不同教育交付方法的有效性.
主要方法:
- 牙科卫生二年级和牙科第一年级的学生参加了这次活动.
- 随机分配到面对面或在线讲座条件.
- 进行了演讲前,演讲后即时和演讲后延迟6个月的评估.
主要成果:
- 学生们无论教学条件如何,都表现出显著的学术表现改善.
- 学习风格偏好与更高的参与度,成就和控制相关.
- 在线和面对面的讲座之间没有明确表示保留或回忆的显著差异,但参与与学习风格有关.
结论:
- 适应不同的学习风格对于最大限度地利用教育技术的好处至关重要.
- 结合面对面和在线讲座的混合方法可以优化学习体验.
- 教育策略必须考虑学生的各种偏好,特别是在后疫情时代.
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