A model for the use of blended learning in large group teaching sessions.
A model for the use of blended learning in large group teaching sessions.
复制标题
DOI：
10.1186/s12909-017-1057-2
复制
发表时间：
2017-11-09
影响因子：
3.6
通讯作者：
Kumar RK
中科院分区：
文献类型：
--
作者：
Herbert C;Velan GM;Pryor WM;Kumar RK
尽管混合式学习在参与度和灵活性方面都有可能提高学生的学习体验，但很难有效地重组现有课程。为了实现病理学导论课程的这些目标，我们设计了一种新颖的方法，该课程面向悉尼新南威尔士大学250多名本科生。对于2-3周内呈现的每个主题，保留一次面对面的概述讲座。之前以传统讲座形式交付的剩余内容被转换为短（12-18分钟）在线模块。这些是基于添加了动画/亮点的讲座幻灯片，加上使用先前讲座录音的编辑摘录的叙述。这些模块还结合了交互式问题和带有各种问题类型反馈的复习小测验。模块在PowerPoint和isspring中开发，并作为SCORM包上传到Moodle。每个主题最后都有一个互动的大型小组会议，重点是内容的整合，学生可以通过Echo360主动学习平台（ALP）回答课堂上的问题。总体而言，超过50%的面对面授课时间被在线模块和互动式大型小组会议所取代。定量评估数据包括来自264名学生的使用统计数据和来自41名学生的在线调查反馈。定性评估数据包括来自160名学生电子作品集的反思性评论，分析这些评论以确定影响学习效益和用户接受度的因素。74%的学生完成了所有模块，平均83.1%的学生最终通过了可选的复习小测验。值得注意的是，88.4%的学生在整合和反馈环节中通过ALP回答了课堂上的问题。学生们的反思强调，这些模块促进了理解，并通过主动学习加强了理解。这些模块被描述为令人愉快的，激励的，并因其灵活性而受到赞赏，使学生能够按照自己的节奏学习。在病理学导论课程的改造过程中，我们展示了在大型小组教学课程中使用混合学习的模式，这种模式取得了高水平的完成率、满意度和学习价值。本文的在线版本（10.1186/s12909-017-1057-2）包含补充内容，仅供授权用户使用。
Although blended learning has the potential to enhance the student experience, both in terms of engagement and flexibility, it can be difficult to effectively restructure existing courses. To achieve these goals for an introductory Pathology course, offered to more than 250 undergraduate students at UNSW Sydney, we devised a novel approach. For each topic presented over 2–3 weeks, a single face-to-face overview lecture was retained. The remaining content that had previously been delivered as conventional lectures was converted into short (12–18 min) online modules. These were based on lecture slides with added animations/highlights, plus narration using edited excerpts of previous lecture recordings. The modules also incorporated interactive questions and review quizzes with feedback which used various question types. Modules were developed in PowerPoint and iSpring and uploaded to Moodle as SCORM packages. Each topic concluded with an interactive large-group session focussing on integration of the content, with in-class questions to which students could respond via the Echo360 Active Learning Platform (ALP). Overall, more than 50% of face-to-face lecture time was replaced by online modules and interactive large-group sessions. Quantitative evaluation data included usage statistics from 264 students and feedback via online survey responses from 41 students. Qualitative evaluation data consisted of reflective commentaries from 160 student ePortfolios, which were analysed to identify factors affecting learning benefits and user acceptability. All of the modules were completed by 74% of students and on average, 83.1% of students eventually passed the optional review quizzes. Notably, 88.4% of students responded to in-class questions during the integration and feedback sessions via the ALP. Student reflections emphasised that the modules promoted understanding, which was reinforced through active learning. The modules were described as enjoyable, motivating and were appreciated for their flexibility, which enabled students to work at their own pace. In transforming this introductory Pathology course, we have demonstrated a model for the use of blended learning in large group teaching sessions, which achieved high levels of completion, satisfaction and value for learning. The online version of this article (10.1186/s12909-017-1057-2) contains supplementary material, which is available to authorized users.
登录
查看更多内容
影响因子：
0.9
作者：
Lage, MJ;Platt, GJ;Treglia, M
通讯作者：
Treglia, M
影响因子：
2.2
作者：
Bergstrand, Kelly;Savage, Scott V.
通讯作者：
Savage, Scott V.
影响因子：
1.2
作者：
Korr, Jeremy;Derwin, Ellen;Sokoloff, William
通讯作者：
Sokoloff, William
影响因子：
2.1
作者：
Kumar, S
通讯作者：
Kumar, S
影响因子：
2.2
作者：
Mirriahi, Negin;Alonzo, Dennis;Fox, Bob
通讯作者：
Fox, Bob