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首页> 外文学位 >Comparison of student cognitive outcomes and satisfaction between classroom and Web-based sections of a phlebotomy program using a mixed pedagogical approach.
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Comparison of student cognitive outcomes and satisfaction between classroom and Web-based sections of a phlebotomy program using a mixed pedagogical approach.

机译：使用混合教学法对放血计划的课堂和基于网络的部分之间的学生认知结果和满意度进行比较。

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摘要

Changes in student population and increased Web-based education offerings provided the impetus to assess pedagogy, cognitive outcomes and perceptions of course quality. This study explored cognitive outcomes and students' perception of course quality related to the Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987) between a live classroom delivery compared to a Web-based delivery of a phlebotomy program. The program included multiple courses and a clinical practicum, and used a mixed pedagogical approach that combined objectivist and constructivist strategies. Subjects represented a convenience sample enrolled by self selection in the two formats over two course offerings. Based on an analysis of subject demographics, the Web-based group had more students with education beyond high school.;Validated instruments were used to measure cognitive outcomes and course quality. No significant difference was found between the Web-based and live classroom groups on the cognitive outcome measure, as assessed both at the end of the first course and the end of the program. The more constructivist pedagogy applied in the second course (which included a clinical practicum), did not improve cognitive outcomes. However, it may have contributed to knowledge retention since there was no significant difference in scores between the two administrations of the cognitive measure.;Student perception of course quality differed only for Principle One (student-instructor contact). Students in the live classroom rated Principle One higher for the first course compared to the Web-based group. For the second course, there was no significant difference in perception of course quality related to any of the Seven Principles. The live group rated Principle One in the Part II course evaluation relatively the same as they did for the Part I course evaluation. However, the Web-based group rated Principle One considerable higher for the Part II course than for Part I course.;A major limitation was high attrition and sample size, which may have had an impact on power and external validity. Future studies with a larger sample could explore improved course quality assessment instruments.
机译：学生人数的变化和基于Web的教育产品的增加为评估教学法，认知成果和对课程质量的看法提供了动力。这项研究探讨了在现场课堂授课与基于网络的放血计划交付之间，与本科教育良好实践七原则（Chickering＆Gamson，1987）有关的认知成果和学生对课程质量的认识。该计划包括多门课程和一项临床实践，并采用了一种结合了客观主义和建构主义策略的混合教学法。受试者代表通过两种课程中的两种形式进行自我选择而注册的便利样本。基于对科目的人口统计数据的分析，基于网络的小组有更多的学生受过高中以上的教育。;使用了有效的手段来衡量认知成果和课程质量。在第一堂课结束和计划结束时评估的基于Web的课堂小组和现场课堂小组在认知结果测量上没有发现显着差异。在第二门课程中应用了更具建构主义的教学法（包括临床实践），并没有改善认知结果。但是，这可能有助于知识的保留，因为两次认知测量的得分之间无显着差异。学生对课程质量的看法仅针对原则一（学生与教师接触）有所不同。与基于网络的小组相比，在线课堂中的学生对第一门课程的原则第一更高。对于第二门课程，与“七项原则”中的任何一项相关的对课程质量的理解没有显着差异。现场小组在第二部分课程评估中对原则一的评价与第一部分课程评估中的评价相对相同。但是，基于Web的小组对第二部分课程的评价比第一部分要高得多。主要限制是高损耗和样本量，这可能会影响能力和外部有效性。将来有较大样本的研究可以探索改进的课程质量评估工具。

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  • 作者

    Fydryszewski, Nadine A.;

  • 作者单位

    University of Medicine and Dentistry of New Jersey.;

  • 授予单位 University of Medicine and Dentistry of New Jersey.;
  • 学科 Health Sciences Education.;Education Adult and Continuing.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 186 p.
  • 总页数 186
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 成人教育、业余教育;
  • 关键词

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