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首页> 外文期刊>Journal of Research in Interprofessional Practice and Education >Large-scale Blended Learning Design in an Undergraduate Interprofessional Course in Norway: Students’ Perspectives from an Exploratory Study
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Large-scale Blended Learning Design in an Undergraduate Interprofessional Course in Norway: Students’ Perspectives from an Exploratory Study

机译：挪威本科侦查课程中的大规模混合学习设计：探索性研究的学生观点

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Background: The purpose of this study was to assess learning outcomes and student satisfaction after participating in a large-scale interprofessional (IPL) blended learning course. Methods and findings: In this cross-sectional study, students from health, social care, and teacher education programs completed two questionnaires. The majority were satisfied with the blended learning approach. The IPL group discussions resulted in learning outcomes that were two times higher than those from traditional instruction, including lectures and assignments. Health and social care students reported lower learning outcomes and satisfaction than teacher education and child welfare students (p 0.05). Conclusions: The study demonstrated the feasibility of the blended learning approach. However, IPL activities that are explicitly inclusive for all students should be created for future courses.
机译：背景：本研究的目的是在参加大规模侦探（IPL）混合学习课程后评估学习结果和学生满意度。 方法和调查结果：在这种横断面研究中，来自健康，社会护理和教师教育方案的学生完成了两个问卷。 大多数人对混合的学习方法感到满意。 IPL集团讨论导致学习结果比传统教学，包括讲座和作业高出两倍。 健康和社会护理学生报告的学习成果和满意度比教师教育和儿童福利学生（P <0.05）。 结论：该研究表明了混合学习方法的可行性。 但是，应该为未来的课程创建明确的所有学生的IPL活动。

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