杨秀木, 申正付, 朱玉, 赵龙. 基于MOOC的混合式教学对医学生学习成效的影响[J]. 蚌埠医学院学报, 2022, 47(10): 1431-1434. DOI: 10.13898/j.cnki.issn.1000-2200.2022.10.022
    引用本文: 杨秀木, 申正付, 朱玉, 赵龙. 基于MOOC的混合式教学对医学生学习成效的影响[J]. 蚌埠医学院学报, 2022, 47(10): 1431-1434. DOI: 10.13898/j.cnki.issn.1000-2200.2022.10.022
    YANG Xiu-mu, SHEN Zheng-fu, ZHU Yu, ZHAO Long. Effect of MOOC-based hybrid teaching on the learning effectiveness of medical students[J]. Journal of Bengbu Medical College, 2022, 47(10): 1431-1434. DOI: 10.13898/j.cnki.issn.1000-2200.2022.10.022
    Citation: YANG Xiu-mu, SHEN Zheng-fu, ZHU Yu, ZHAO Long. Effect of MOOC-based hybrid teaching on the learning effectiveness of medical students[J]. Journal of Bengbu Medical College, 2022, 47(10): 1431-1434. DOI: 10.13898/j.cnki.issn.1000-2200.2022.10.022

    基于MOOC的混合式教学对医学生学习成效的影响

    Effect of MOOC-based hybrid teaching on the learning effectiveness of medical students

    • 摘要:
      目的探讨基于MOOC的混合式教学对医学生学习成效的影响。
      方法采用一般情况调查表、大学生学习动机问卷、教师混合性教学质量评价表、混合学习影响因素问卷和混合式学习成效评价表对参加过基于MOOC的混合式学习的护理学专业和全科医学专业的377名学生进行问卷调查。
      结果混合式学习成效的成绩维度得分从高到低是课前知识掌握程度(3.70)>混合学习效率(3.48)>混合学习质量(3.44)>考试成绩(3.33);能力维度得分从高到低是自主学习能力(3.71)>团队协作能力(3.69)>口头表达能力(3.63)>开拓视野(3.61)>终生学习能力(3.50)>人际沟通能力(3.32)>问题解决能力(3.22)。医学生的学习动机、教师混合性教学质量、混合学习影响因素和混合式学习成效两两因素之间均呈现显著正相关关系(P<0.01)。基于自我调节学习的社会认知模型构建基于研究变量的结构方程模型,经过模型的参数检验和拟合程度检验最理性的模型是学习动机在教学质量和学习成效之间起部分中介作用,混合性学习影响因素在教学质量和学习动机之间、教学质量和学习成效之间均起到调节作用,拟合指数为χ2/df=2.777,RMSEA=0.088,CFI=0.97,TLI=0.97,SRMR=0.040。
      结论基于MOOC的混合式教学对医学生的学习成效起到正向促进作用,可以在其他专业推广。

       

      Abstract:
      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.

       

    /

    返回文章
    返回