• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Medical education >Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum.
【24h】

Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum.

机译：学生对于基于问题的学习型本科医学课程的虚拟学习环境的看法。

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Objective To investigate the effects of a virtual learning environment (VLE) on group interaction and consultation of information resources during the preliminary phase, self-study phase and reporting phase of the problem-based learning process in an undergraduate medical curriculum. Methods A questionnaire was administered to 355 medical students in Years 1 and 2 to ask them about the perceived usefulness of a virtual learning environment that was created with Blackboard for group interaction and the use of learning resources. Results The students indicated that the VLE supported face-to-face interaction in the preliminary discussion and in the reporting phase but did not stimulate computer-mediated distance interaction during the self-study phase. They perceived that the use of multimedia in case presentations led to a better quality of group discussion than if case presentations were exclusively text-based. They also indicated that the information resources that were hyperlinked in the VLE stimulated the consultation of these resources during self-study, but not during the reporting phase. Conclusions Students indicated that the use of a VLE in the tutorial room and the inclusion of multimedia in case presentations supported processes of active learning in the tutorial groups. However, if we want to exploit the full potential of asynchronous computer-mediated communication to initiate in-depth discussion during the self-study phase, its application will have to be selective and deliberate. Students indicated that the links in the VLE to selected information in library repositories supported their learning.
机译：目的探讨虚拟学习环境（VLE）在本科医学课程中基于问题的学习过程的初步阶段，自学阶段和报告阶段对小组互动和信息资源咨询的影响。方法在1年级和2年级，对355名医学生进行了问卷调查，询问他们使用Blackboard创建的虚拟学习环境对小组互动和学习资源的使用的感知有用性。结果学生指出，VLE在初步讨论和报告阶段支持面对面的互动，但在自学阶段并未刺激计算机介导的距离互动。他们认为，与仅基于文本的案例演示相比，在案例演示中使用多媒体可以提高小组讨论的质量。他们还指出，VLE中超链接的信息资源在自学过程中激发了对这些资源的咨询，但在报告阶段却没有。结论学生指出，在辅导室中使用VLE并在案例演示中包含多媒体功能可支持辅导组中的主动学习过程。但是，如果我们想利用异步计算机介导的通信的全部潜力来在自学阶段发起深入的讨论，则它的应用将必须是选择性的和有意的。学生指出，VLE中与图书馆资料库中选定信息的链接支持了他们的学习。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号