通过在混合电子学习方法中应用第一个教学原则来增强学生的学习
Equlinet Misganaw Amare1, Tefera Tadesse Jimma1, Hiba Abuelgasim Fadlelmoula Abdelrahman1
1Education Development and Quality Center, University of Global Health Equity, Kigali, Rwanda.
Advances in medical education and practice
|December 10, 2025
概括
使用第一指导原则 (FPI) 的混合电子学习显著改善了卢旺达的卫生专业教育. 学习者报告高满意度和学习进展,验证了FPI的有效性.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 电子学习 (e-learning) 是一个电子学习系统.
- 教学设计的教学设计.
背景情况:
- 以第一指导原则 (FPI) 为指导的混合电子学习显示了提高学习成果和降低卫生专业教育成本的潜力.
- 在低收入和中等收入国家中的应用是有限的,缺乏经验证据和学习者的观点.
- 这项研究解决了在卫生专业教育中基于FPI的混合学习的证据需求,重点关注学习者的反.
研究的目的:
- 设计,实施和评估基于FPI的健康专业教育混合课程.
- 为未来的课程设计产生证据和见解.
- 从学习者的角度评估教学和学习质量 (TALQ).
主要方法:
- 在卢旺达的全球健康公平大学 (2025年2月至4月) 使用了一种描述性,相关设计.
- 使用教学和学习质量 (TALQ) 调查工具收集数据.
- 进行了描述性统计,单向MANOVA和相关性分析.
主要成果:
- 来自不同机构的38名研究生学习者参加了 (79.1%的响应率).
- 学习者经常参与解决问题,报告了显著的学习进步,并将课程质量评为出色,满意度很高.
- 在TALQ措施中发现了强烈的相关性;人口统计和TALQ得分之间没有显著的关联.
结论:
- 混合电子学习设计有效地整合了FPI原则 (以问题为中心,先前知识激活,多媒体,协作,反思,应用).
- 在混合电子学习中整合FPI提高了学生的参与度,学习进度和满意度.
- 这种方法有助于提高卫生专业教育的整体教学和学习质量.
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