Abstract:

Objective To compare the effects of the blended teaching and the online teaching in Midwifery course. Methods Twenty-five students enrolled in 2016 in Tianjin Medical University were taught by the blended teaching method including 19h of online teaching and 46h of offline teaching. Another 25 students recruited in 2017 were taught by the online teaching method with a total of 65h. We collected the students’ online learning data through the platform. The ratio of video teaching time and video actual time,interaction score of each class,task completion score,number of visits per class,average online test score and final exam score were all compared between the two groups with different teaching method. Results There was no statistically significant differences in the task completion score and number of visits per class between the two grades（P>0.05）. The ratio of video teaching time and video actual time of students enrolled in 2017 was lower than that of the students in grade 2016（t=3.435,P<0.05）. The interaction score of each class and online tests of the students of grade 2017 were higher than those of the students of grade 2016（P<0.05）. The final exam score of students in grade 2017 were lower than that of the students in grade 2016（t=2.591,P<0.05）. After multiple linear regression analysis,the interaction score and the number of visits per class were the influencing factors of the online course test score,accounting for 65.4% of the total variation. Conclusion The blended teaching can combine the advantages of online and offline. Teachers can provide students with diversified learning services to improve students’ initiative and participation in learning. The blended teaching can improve the efficiency of online learning. Besides,the quality of teaching is improved through strategies such as questioning and discussion in offline courses,which is more conducive to know the overall learning effects of students.

Key words: Nursing Education Research, Education, Distance, Midwifery, Blended teaching