一年级牙科学生在线学习中的学术参与:结构方程建模方法
J F Brito-Ortiz1, M E Nava-Gómez1, M A Contreras-Preciado1
1Facultad De Ciencias De La Salud, Valle De Las Palmas, Universidad Autónoma De Baja California (UABC), Tijuana, México.
概括
在线牙科课程的学术参与 (AE) 在心理测量上是健全的,充满活力驱动奉献和吸收. 结构良好的在线学习促进了早期的学术参与,增强了未来牙科专业人员的坚持.
科学领域:
- 牙科教育 牙科教育
- 在线学习在线学习
- 学术参与 学术参与
背景情况:
- 评估学术参与 (AE) 的心理特征对于在线牙科教育至关重要.
- 了解AE维度之间的结构关系为教学策略提供了信息.
研究的目的:
- 在完全在线的牙科课程中评估AE维度的心理特征.
- 分析牙科一年级学生的活力,奉献和吸收之间的结构关系.
主要方法:
- 与593名牙科学生在完全在线课程中的横截面研究.
- 使用了西班牙乌特勒支工作参与度表 (UWES) 的9项表,文化适应.
- 采用结构方程建模 (SEM) 来分析AE维度之间的相互关系.
主要成果:
- UWES表现出强大的内部一致性 (α=0.77-0.88) 和出色的总尺度可靠性 (α=0.92).
- SEM分析证实了最佳模型匹配,表明在虚拟学习环境中AE的验证的多维结构.
- 活力显著预测了奉献 (β=0.65) 和吸收 (β=0.60),而奉献也预测了吸收 (β=0.58).
结论:
- 学术参与结构在在线牙科教育中很重要,活力被认为是关键驱动因素.
- 结构良好的在线学习可以促进早期牙科培训的重要学术参与.
- 早期参与在线牙科教育可能会提高学术持久性和为临床培训做好准备.
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