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首页> 外文期刊>Journal of Nursing Education and Practice >Teaching graduate health policy via technology: A pilot study of engaged learning, social presence, and blended learning
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Teaching graduate health policy via technology: A pilot study of engaged learning, social presence, and blended learning

机译：通过技术教授研究生健康政策：参与式学习，社交活动和混合学习的初步研究

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Purpose: This pilot study examined the relationship between engaged learning, social presence, and blended learning in a graduate nursing health policy course. The aims of the study were to: 1) determine the relationship between engaged learning, social presence and student satisfaction, and 2) investigate students’ perceived learning with online discussions and seminar blogs. Results: Twenty-one participants completed adapted versions of the Social Presence and Satisfaction Scales. Overall there was a strong relationship between engaged learning, social presence, and student satisfaction. Conclusions: Combining face-to-face classroom discussion with academically relevant assignments that engaged students in the health policy course was associated with an overall sense of satisfaction. The majority of participants reported that online discussions/blogs provided an opportunity to learn the “value of other points of view.” Respondents also reported “greater collaboration working with colleagues with-in the blended model.” Seventy-one percent of respondents reported they were “stimulated to do additional reading or research on topics discussed in the online portion of the class.” The majority of respondents stated they “felt actively engaged with the course content working with-in the blended model.” Instructor presence in the online component of the course was important for creating a sense of online community and student engagement.
机译：目的：该初步研究在研究生护理健康政策课程中研究了参与式学习，社交存在和混合学习之间的关系。该研究的目的是：1）确定参与式学习，社交存在和学生满意度之间的关系，以及2）通过在线讨论和研讨会博客调查学生的感知学习。结果：21名参与者完成了社会存在感和满意度量表的改编版。总体而言，参与式学习，社交存在和学生满意度之间存在密切的关系。结论：将面对面的课堂讨论与学术相关的作业结合起来，使学生参与健康政策课程，这与整体满意度有关。大多数参与者报告说，在线讨论/博客为学习“其他观点的价值”提供了机会。受访者还报告说“在混合模式下与同事之间的合作更加紧密。” 71％的受访者表示，他们“被鼓励对课堂在线部分讨论的主题进行更多的阅读或研究。”大多数受访者表示，他们“在混合模式中积极参与课程内容的合作”。在在线课程中，讲师的参与对于营造在线社区和学生参与感非常重要。

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