教师对健康专业中微型学习的看法教育:对实施因素的混合方法分析
Nilesh Kumar Mitra1, Norah Htet Htet1, Vasudeva Rao Avupati2
1School of Medicine, IMU University, Bukit Jalil 57000, Kuala Lumpur, Malaysia.
International journal of medical education
|November 6, 2025
概括
卫生专业教育学院认为微学习是短内容的理想选择,具有单一的结果,最好是3-5分钟. 在创建引人入胜的数字微型学习内容方面,仍然存在挑战.
科学领域:
- 健康 职业 教育 教育 专业
- 教育技术的教育技术
- 教学设计的教学设计.
背景情况:
- 微型学习在教育中越来越多地被采用.
- 教师对微型学习的准备程度各不相同.
- 了解教师的看法对于有效实施至关重要.
研究的目的:
- 探索卫生专业的教师准备与微型学习相关的教育.
- 评估对微学习概念,内容构建和数字格式偏好的看法.
- 确定影响有效微学习内容开发的因素.
主要方法:
- 解释性的顺序混合方法方法.
- 在121名教职员工的在线调查.
- 20名工作人员进行了定性探索性研究,随后进行了专题分析.
- 描述和分析统计,包括皮尔森的千平方测试.
主要成果:
- 95.9%的教师同意微型学习是单个结果微型内容 (3-5分钟) 的理想选择.
- 在持续时间/内容大小和知识形式之间发现了重要的关联.
- 关键主题包括单个学习成果,内容分类,认知负载和媒体相关性.
- 教师强调了开发引人入胜的微型学习内容所面临的挑战.
结论:
- 为卫生专业教育工作者提出了一个微型学习框架.
- 考虑因素包括内容复杂性,格式和数字工具集成.
- 未来的研究应该研究微型学习和其他教学格式的最佳组合.
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