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首页> 外文期刊>Advances in physiology education >Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects
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Student perceptions and learning outcomes of blended learning in a massive first-year core physiology for allied health subjects

机译：在相关健康科目的第一年大规模核心生理学中，学生对混合学习的看法和学习成果

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Evidence shows that factors contributing to success in physiology education for allied health students at universities include not only their high school achievement and background but also factors such as confidence with their teachers and quality of their learning experience, justifying intensive and continued survey of students’ perceptions of their learning experience. Here we report data covering a 3-yr period in a physiology subject that has been redesigned for blended and online presentation. Consistent with previous reports, we show that when we undertook a blended mode of delivery, students demonstrated better grades than traditional modes of teaching; however the absence of didactic teaching in this subject resulted in lower grades overall. Students have very strong positive attitudes to weekly quizzes (80% positive approval) but report ambivalent attitudes to online self-directed learning (61% negative perception), even though they had 2-h weekly facilitated workshops. Overwhelmingly, students who undertook the subject in a self-directed online learning mode requested more face-to-face-teaching (70% of comments). From these data, we suggest that there is a quantifiable benefit to didactic teaching in the blended teaching mode that is not reproduced in online self-directed learning, even when face-to-face guided inquiry-based learning is embedded in the subject.
机译：证据表明，对大学专职健康学生进行生理教育成功的因素不仅包括他们的高中成绩和背景，而且还包括诸如对老师的信心和学习经验的质量等因素，这证明了对学生的看法进行深入而持续的调查是合理的他们的学习经验。在这里，我们报告的生理学学科涵盖3年期的数据，该学科已针对混合和在线演示进行了重新设计。与以前的报告一致，我们表明，当我们采用混合授课方式时，学生的成绩比传统的教学方式要好;但是，由于该学科没有教学法，因此总体上成绩较低。学生对每周的测验有很强的积极态度（80％的正面认可），但是即使他们每周有2小时的便利研讨会，他们也对在线自我指导学习持矛盾态度（61％的负面看法）。绝大多数情况下，以自我指导的在线学习模式进行该课程的学生要求更多的面对面教学（占评论的70％）。从这些数据中，我们认为，即使在面对面指导的基于询问的学习被嵌入到主体中的情况下，以混合教学模式进行的教学也有可量化的收益，这种混合收益在在线自我指导学习中无法重现。

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