Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format.
Online or face-to-face instruction? A qualitative study on the electrocardiogram course at the University of Ulm to examine why students choose a particular format.
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DOI：
10.1186/s12909-017-1053-6
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发表时间：
2017-11-09
影响因子：
3.6
通讯作者：
Öchsner W
中科院分区：
文献类型：
--
作者：
Keis O;Grab C;Schneider A;Öchsner W
自从乌尔姆大学（University of Ulm）将电子学习心电图（ECG）课程“ECG Online”引入课程以来，尽管两门课程的内容相同，但仍有少数但相对稳定的学生决定不参加在线课程，而是参加面对面课程。目前的研究调查了学生为什么更喜欢其中一种形式。采用定性研究方法，对10名医学生进行了引导性访谈。在调查时，受访者是在第七至第十学期入学。受访者中，仅参加面授心电图课程的有2人，仅参加在线课程的有4人，面授和在线课程都参加的有4人。有趣的是，与电子学习相关的因素——总是被称赞为它的优点——却被学生们批判地看待。因此，尽管24小时访问学习内容的评价一直是积极的，但无限制的可用性（缺乏到期日期）并不被视为有利于学习。缺乏固定的时间限制以及随之而来的压力不足是一些学生过早停止在线课程的重要原因。在电子学习地点的灵活性上也可以看到类似的区别，因为在特定的一天，固定的时间亲自到场的义务导致了对课程的更高程度的承诺，并且愿意真正参加课程直到结束。此外，如果内容具有高度的专业相关性，面对面课程是首选，因为它们提供了直接互动的可能性。尽管样本量小限制了结果的普遍性，但我们的研究结果表明，在开发在线课程时，如果包括加强外在和内在动机的措施，以及有利于学生与讲师进行最低程度个人互动的形式，学生的需求可以得到更好的满足。
Since the introduction of the e-learning electrocardiogram (ECG) course ‘ECG Online’ into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other. In a qualitative research approach, ten medical students were questioned in a guided interview. At the time of the survey the interviewees were enrolled in the 7th to 10th semesters. Among the respondents, 2 had participated only in the face-to-face ECG course, 4 only in the online version and 4 in both the face-to-face and the online course. Interestingly, the very factors associated with e-learning – and always praised as advantages of it – are viewed critically by the students. Thus, although the 24-h access to learning content was consistently evaluated positively, the unlimited availability (lack of expiry date) was not seen as conducive to learning. The lack of fixed time constraints and the attendant lack of pressure were important reasons why some of the students had discontinued the online course prematurely. A similar distinction was seen in the flexibility of location for e-learning, because the very obligation to be physically present on a particular day at a fixed time led to a higher degree of commitment to courses and a willingness to actually attend the course until the end. In addition, if the content has a high degree of perceived professional relevance face-to-face courses are preferred because they offer the possibility of direct interaction. Even though the small sample size limits the generalisability of the results, our findings indicate that when developing online courses students’ needs could be better met if measures were included to strengthen extrinsic and intrinsic motivation and formats were favoured that enable students to have a minimum level of personal interaction with the lecturer.
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影响因子：
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作者：
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