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首页> 外文期刊>Advances in Health Sciences Education >Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation
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Blended learning positively affects students’ satisfaction and the role of the tutor in the problem-based learning process: results of a mixed-method evaluation

机译：混合学习对学生的满意度和辅导老师在基于问题的学习过程中的作用产生积极影响：混合方法评估的结果

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Problem-based learning (PBL) is an established didactic approach in medical education worldwide. The impact of PBL depends on the tutors’ quality and the students’ motivation. To enhance students’ motivation and satisfaction and to overcome the problems with the changing quality of tutors, online learning and face-to-face classes were systematically combined resulting in a blended learning scenario (blended problem-based learning—bPBL). The study aims at determining whether bPBL increases the students’ motivation and supports the learning process with respect to the students’ cooperation, their orientation, and more reliable tutoring. The blended PBL was developed in a cooperation of students and teachers. The well-established Seven Jump-scheme of PBL was carefully complemented by eLearning modules. On the first training day of bPBL the students start to work together with the online program, but without a tutor, on the final training day the tutor participates in the meeting for additional help and feedback. The program was evaluated by a mixed-method study. The traditional PBL course was compared with the blended PBL by means of qualitative and quantitative questionnaires, standardized group interviews, and students’ test results. In addition log-files were analyzed. A total of 185 third-year students and 14 tutors took part in the study. Motivation, subjective learning gains and satisfaction achieved significantly higher ratings by the bPBL students compared with the students learning by traditional PBL. The tutors’ opinion and the test results showed no differences between the groups. Working with the web-based learning environment was assessed as very good by the students. According to the log-file analysis, the web-based learning module was frequently used and improved the cooperation during the self-directed learning.
机译：基于问题的学习（PBL）是全球医学教育中已确立的教学方法。 PBL的影响取决于导师的素质和学生的动力。为了增强学生的动力和满意度，并克服教师质量不断变化的问题，在线学习和面对面课程被系统地组合在一起，形成了混合的学习场景（基于问题的混合学习-bPBL）。这项研究旨在确定bPBL是否能增强学生的动力并在学生的合作，他们的方向和更可靠的辅导方面支持学习过程。混合PBL是在学生和老师的合作下开发的。完善的PBL七级跳课程由eLearning模块精心补充。在bPBL的第一个培训日，学生开始与在线程序一起工作，但没有辅导老师，在最后的培训日，辅导老师参加会议以寻求其他帮助和反馈。通过混合方法研究对该程序进行了评估。通过定性和定量问卷调查，标准化的小组访谈和学生的测试结果，将传统的PBL课程与混合PBL课程进行了比较。此外，还分析了日志文件。共有185名三年级学生和14名家庭教师参加了这项研究。与传统PBL的学生相比，bPBL的学生的动机，主观学习获得的满意度和满意度获得了显着更高的评分。导师的意见和测试结果表明两组之间没有差异。学生认为使用基于Web的学习环境非常好。根据日志文件分析，基于Web的学习模块被频繁使用，并改善了自主学习过程中的协作。

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