ObjectiveTo explore the effects of MOOC-based hybrid teaching on the learning effectiveness of medical students.

MethodsA total of 377 majoring in nursing and general medicine students taught by MOOC were investigated using the general situation questionnaire, college student learning motivation questionnaire, teacher mixed teaching quality evaluation questionnaire, mixed learning influence factor questionnaire and mixed learning effectiveness evaluation form.

ResultsFrom high to low, the scores of blended learning effectiveness were the pre-class knowledge mastery(3.70) >mixed learning efficiency(3.48) >mixed learning quality(3.44) >test score(3.33).From the highest to the lowest score in the ability dimension were the independent learning ability(3.71) >teamwork ability(3.69) >oral expression ability(3.63) >vision broadening ability(3.61) >lifelong learning ability(3.50) >interpersonal communication ability(3.32) >problem solving ability(3.22).There was a significant positive correlation between two factors of the learning motivation of medical students, quality of mixed teaching, influencing factors of mixed learning and effectiveness of mixed learning(P<0.01).In the term of structural equation model: the social cognitive model based on self-regulating learning constructs structural equation model was based on research variables.After the model parameter test and the degree of fitting test, the most rational model was that learning motivation played a partial mediating role between teaching quality and learning outcomes.The mixed learning factors played a moderating role in the relationship between teaching quality and learning motivation, as well as between teaching quality and learning effectiveness, and the fitting index was χ²/df=2.777, RMSEA=0.088, CFI=0.97, TLI=0.97, and SRMR=0.040.

ConclusionsThe mixed teaching based on MOOC plays a positive role in promoting the learning results of medical students, and can be popularized in other majors.