Curriculum resource use and relationships with educational outcomes in an online curriculum.
Curriculum resource use and relationships with educational outcomes in an online curriculum.
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在线课程中课程资源的使用及其与教育成果的关系。
DOI：
10.1097/acm.0b013e3181b188ae
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Kemper,KathiJ
中科院分区：
文献类型：
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作者：
Woods,CharlesR;Kemper,KathiJ
目的基于网络的继续教育(CE)课程数量急剧增加，但教育工作者对在线课程资源利用的影响因素以及资源利用与教育效果之间的关系知之甚少。作者在基线和完成时评估了关于内容(草药和膳食补充剂)的知识和信心。他们评估了三种资源(模块阅读、链接访问和列表服务器参与)的使用时间和使用情况，以及这些资源如何影响知识和信心的变化。四分之三的参与者阅读了36到40个模块；335个互联网链接中有一半访问了<；30个。列表服务器的参与度各不相同；149名参与者(19%)阅读了≤5的帖子，168名(22%)的参与者阅读了≥41的帖子。那些在几周内递增接收模块的人报告说，与一次接收所有模块的人相比，他们花费了更多的时间，读取了更多的模块，访问了更多的链接，但列表服务器的参与度较低(均为P≤。008)。那些为CE信用支付的人通过所有四个指标进行了更多的投资(均为P<；001)。在多变量分析中，模块阅读和花费的时间分别对知识和信心的变化影响不大，但低于支付CE学分。结论更多的资源使用(即，花费的时间，模块阅读)适度改善了在线课程的知识和信心结果。支付CE学分与改善结果有关，而这并不是通过在课程上花费更多时间来实现的。增加课程的提供增加了资源的使用，值得进一步研究。
PurposeWeb-based continuing education (CE) offerings have increased dramatically, yet educators know little about factors influencing resource use within online curricula or relationships between resource use and educational outcomes.MethodThe authors conducted a study of online curriculum delivery to health care professionals in 2004 and 2005. The authors assessed knowledge and confidence regarding content (herbs and dietary supplements) at baseline and completion. They assessed hours spent and use of three resources (modules read, links accessed, and listserv participation) and how these effected change of knowledge and confidence.ResultsMedian time spent on the curriculum was 7 to 10 hours. Three quarters of participants read 36 to 40 modules; half accessed< 30 of 335 Internet links. Listserv participation varied; 149 participants (19%) read≤ 5 postings, and 168 (22%) read≥ 41 postings. Those receiving modules incrementally across several weeks reported more hours spent, more modules read, and more links accessed, but less listserv participation than those receiving all modules at once (all P≤. 008). Those paying for CE credit invested more by all four measures (all P<. 001). In multivariable analysis, modules read and hours spent had modest impacts on changes in knowledge and confidence, respectively, but less than paying for CE credit.ConclusionsGreater resource use (ie, time spent, modules read) modestly improved knowledge and confidence outcomes in this online curriculum. Paying for CE credit was associated with improved outcomes that were not mediated by spending more time on the curriculum. Incremental curriculum delivery increased resource use and merits further study.