回到未知的正常状态:团队学习从COVID-19强制的在线版本转变为现场版本
Teun J de Vries1, Keith Groot2, Denise E van Diermen3
1Departments of Periodontology, Academic Centre for Dentistry Amsterdam, University of Amsterdam and Vrije Universiteit, Amsterdam, Netherlands.
这项研究将基于团队的在线学习 (TBL) 转换为Covid-19后的牙科学生和教师的现场指导. 结果显示,人们明显偏爱现场TBL,学生和教师在传统课堂环境中报告了更高的参与度和满意度.
科学领域:
- 医学教育 医学教育
- 牙科教育 牙科教育
- 积极学习策略 积极学习策略
背景情况:
- 由于COVID-19的流行,高等教育需要快速采用在线教育格式,包括基于团队的学习 (TBL).
- 牙科学院在锁定限制放松后从紧急在线TBL过渡到现场格式.
研究的目的:
- 为了比较在线和现场团队学习 (TBL) 格式之间的学生和教师的经验和偏好.
- 评估积极学习TBL策略从在线到牙科学院现场交付的过渡.
主要方法:
- 一种混合方法的方法,结合了问卷 (利克尔特尺度) 和半结构面试.
- 使用配对t测试和Wilcoxon签名排名测试对问卷数据进行定量分析.
- 使用感应主题分析对转录的采访进行定性分析.
主要成果:
- 学生和教师都对现场的TBL格式表现出明显的偏好 (分别为66%和72%).
- 现场TBL在申请阶段与更高的学生参与度和教师控制度有关.
- 虽然更喜欢现场讨论,但在线突破室提供了更安静的小组工作,在线小讲座促进了更容易的信息共享.
结论:
- 学生和教师适应了现场的TBL,欣赏了有利于积极学习的熟悉环境.
- 该研究强调了对现场互动的偏好,同时承认了参与者所识别的在线交付的具体好处.
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