Abstract:
ObjectiveTo explore the influence mechanism of medical students' self-learning on blending learning satisfaction under the "DingTalk+MOOC+Classroom Teaching".
MethodsA blending teaching modes of "DingTalk + MOOC + Classroom Teaching" was constructed for 9 weeks of teaching.A total of 236 medical students were measured using the general situation questionnaire, the self-learning scale, the blending learning interaction scale, the blending learning task value scale and the blending learning satisfaction scale after the completion of the teaching task.
ResultsThere was a positive correlation between the two study variables, such as independent learning and dimension, blending learning interaction and dimension, blending learning task value and blending learning satisfaction(r=0.388-0.982, P < 0.01).The results of the structural equation model showed that the value of the study variable blending learning interaction and blending learning task play a chain intermediary role between self-learning and blending learning satisfaction, and the fitting index was χ2/df=2.671, RMSEA=0.091, CFI=0.96, TLI=0.94, SRMR=0.041.Under the effect of blending learning interaction and blending learning task value of intermediary variables, the direct effect value of self-learning on learning satisfaction was 0.208, and the total effect value was 0.390, indirect effect value was 0.182, indirect effect ratio to total effect was 46.67%.
ConclusionsBlending teaching mode of "DingTalk+MOOC+Classroom Teaching" has achieved better teaching performance in the teaching of < community health service management"course, and a structural equation model affecting blending learning satisfaction has been constructed, which can be popularized in other related courses.
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