中国大学慕课平台护理科研课程学情分析

doi:10.3761/j.issn.1672-9234.2021.07.009

摘要/Abstract

摘要：

目的了解参与中国大学慕课平台护理科研课程的学习者的学习情况。方法对2018年3月—2019年7月期间中国大学慕课平台护理科研课程3期学员的课程测试情况、课程完成情况、课程互动情况进行分析。结果中国大学慕课平台护理科研课程3期注册人数共有20 064人;3期参与课程学习的人数分别为954、298和1 185;3期课程测试人数均随课程进展呈线性递减趋势(F=49.246、34.287、107.109,均P<0.001);人均发帖数量为0.72、0.30、0.20。结论中国大学慕课平台护理科研课程3期注册学习者在线学习坚持性低,且随着课程开展呈下降趋势;学习者在线学习投入不足,积极性偏低。

关键词: 护理研究, 教育, 远程, 数据收集

Abstract:

Objective To analyze the learning engagement and performance of students who were enrolled in Nursing Research in MOOC. Methods The participation and performance of students from March 2018 to July 2019 who were involved in Nursing Research on MOOC were analyzed. Results The number of registered students for the three phases of the Nursing Research was 20 064. The number of participants in the three phases were 954,298 and 1 185 respectively. The number of courses examination showed a linear decreasing trend(F=49.246,34.287,107.109,allP<0.001). The average number of posts was 0.72,0.30,and 0.20.Conclusion The level of online learning persistence of students registered for Nursing Research was not high,and it showed a downward trend. The level of online learning engagement and enthusiasm of students registered for the course was not high.

Key words: Nursing Research, Education, Distance, Data Collection

张军, 马登慧, 颜巧元. 中国大学慕课平台护理科研课程学情分析[J]. 中华护理教育, 2021, 18(7): 623-626.

ZHANG Jun, MA Deng-hui, YAN Qiao-yuan. Participation and performance analysis of Nursing Research in China University MOOC[J]. Chinese Journal of Nursing Education, 2021, 18(7): 623-626.

图/表 3

参考文献 14

[1]	李玉玲, 吴筱筱, 陈京立. 慕课的发展及其在护理教育中应用的思考[J]. 中华护理教育, 2015, 12(4):317-320,F0003.
	Li YL, Wu XX, Chen JL. The development of MOOC and its application in nursing education[J]. Chin J Nurs Educ, 2015, 12(4):317-320,F0003.
[2]	Zhu MN, Sari AR, Lee MM. A comprehensive systematic review of MOOC research:research techniques,topics,and trends from 2009 to 2019[J]. Educ Technol Res Dev, 2020, 68(4):1685-1710. doi: 10.1007/s11423-020-09798-x
[3]	章雅青, 胡静超, 袁晓玲, 等. 护理MOOCs《常见慢性病的健康管理》的课程开发及其应用[J]. 解放军护理杂志, 2016, 33(10):63-67.
	Zhang YQ, Hu JC, Yuan XL, et al. Course development and application of nursing MOOCs “Health management of common chronic diseases”[J]. Nurs J Chin PLA, 2016, 33(10):63-67.
[4]	Zhang J, Yan QY, Yue S. Nursing research capacity and its management in China:a systematic review[J]. J Nurs Manag, 2020, 28(2):199-208. doi: 10.1111/jonm.v28.2
[5]	Chen C, Sonnert G, Sadler PM, et al. The impact of student misconceptions on student persistence in a MOOC[J]. JRST, 2020, 57(6):879-910.
[6]	Jordan K. Initial trends in enrolment and completion of massive open online courses[J]. International Review of Research in Open & Distance Learning, 2014, 15(1):133-160.
[7]	Milligan C, Littlejohn A, Margaryan A. Patterns of engagement in connectivist MOOCs[J]. J Online Learn Teach, 2013, 9(2):149-159.
[8]	Sharrock G. Making sense of the MOOCs debate[J]. Journal of Higher Education Policy and Management, 2015, 37(5):597-609. doi: 10.1080/1360080X.2015.1079399
[9]	况姗芸, 李颖, 蓝琰, 等. 在线学习投入研究进展述评[J]. 教育信息技术, 2019(11):3-9,15.
	Kuang SY, Li Y, Lan Y, et al. Review on the research progress of online learning investment[J]. Educ Inf Technol, 2019(11):3-9,15.
[10]	Petty T, Farinde AA. Investigating student engagement in an online mathematics course through Windows into Teaching and Learning[J]. MERLOT J Online Learn Teach, 2013, 9(2):261-270.
[11]	Hew KF. Promoting engagement in online courses:what strategies can we learn from three highly rated MOOCS[J]. BJET, 2014, 47(2):320-341.
[12]	汪琼. “教学存在感”及实现路径辨析[J]. 现代远程教育研究, 2020, 32(2):11-19.
	Wang Q. Being teaching presence in any teaching environments[J]. Mod Distance Educ Res, 2020, 32(2):11-19.
[13]	Henrie CR, Halverson LR, Graham CR. Measuring student engagement in technology-mediated learning:a review[J]. Computers & Education, 2015, 90:36-53. doi: 10.1016/j.compedu.2015.09.005
[14]	史慧姗, 郑燕林, 马芸. MOOC论坛教师参与度对学生参与的影响研究[J]. 现代远距离教育, 2017(6):47-56.
	Shi HS, Zheng YL, Ma Y. Research on the influence of teachers’ participation on students’ participation in MOOC forum[J]. Mod Distance Educ, 2017(6):47-56.

[1]	毛翠, 姚水洪, 甘椿椿, 赵华, 梁夏, 胡野. 智慧康养虚拟仿真实训教学体系的构建与实践研究[J]. 中华护理教育, 2024, 21(9): 1059-1065.
[2]	杨智慧, 李兴雯, 闭晓君, 林劲秋, 赵倩倩, 刘素婷, 罗园园, 张立力. 健康评估课程知识图谱的构建及初步应用研究[J]. 中华护理教育, 2024, 21(9): 1035-1040.
[3]	刘婷, 杨富国, 杨丽, 杨秀玲, 韩晶, 王爱敏. 护理硕士研究生使用人工智能生成内容工具体验的质性研究[J]. 中华护理教育, 2024, 21(9): 1046-1051.
[4]	王雅琦, 高洁, 王克芳. 生成式人工智能在护理模拟教学中的潜在应用价值、挑战和展望[J]. 中华护理教育, 2024, 21(9): 1076-1081.
[5]	林丹, 张艺雄, 孙蓉, 柏亚妹, 张薛晴, 宋玉磊. 赛教融合视角下临床护理技能综合实训教学方案的设计与实践效果评价[J]. 中华护理教育, 2024, 21(9): 1088-1092.
[6]	庄嘉元, 申玲, 王珠珠, 胡荣, 张妍燕, 王艳, 陈晓华, 刘晓如. 社区护理学课程思政教学设计与实践研究[J]. 中华护理教育, 2024, 21(9): 1093-1098.
[7]	温弗乐, 袁晓玲, 吴觉敏, 章雅青. 护理学国家级一流本科课程的建设现状与发展建议[J]. 中华护理教育, 2024, 21(8): 901-906.
[8]	赵阳, 罗晨玲, 刘欢, 张立力. 国家级一流本科助产学专业建设路径与成效分析[J]. 中华护理教育, 2024, 21(8): 907-912.
[9]	朱姝芹, 许勤, 方颖, 丁亚萍, 陈明霞, 羊洋, 李现文, 嵇艳, 李维颖, 唐慧婷, 崔焱. 护理学国家级一流本科课程分类建设的实践与成效[J]. 中华护理教育, 2024, 21(8): 919-925.
[10]	庄嘉元, 申玲, 胡荣, 王珠珠, 王艳. 社区护理学国家级线下一流本科课程的教学设计与应用研究[J]. 中华护理教育, 2024, 21(8): 926-931.
[11]	邢颖, 羊洋, 王静, 许勤, 丁亚萍. 协同发展视域下护理学专业劳动教育课程设计与实践研究[J]. 中华护理教育, 2024, 21(8): 945-949.
[12]	李淑敏, 魏征新, 尚少梅, 侯淑肖. 护理硕士专业学位研究生培养现状及发展建议[J]. 中华护理教育, 2024, 21(8): 962-967.
[13]	卢嫡, 王璐, 李葆华, 乔海芹, 李丽, 薛小鹿, 刘春霞. 院前管理平台在泌尿系结石手术患者健康教育中的应用研究[J]. 中华护理教育, 2024, 21(8): 981-985.
[14]	胡思鸿, 王琴, 王明珠, 李汕山, 陶艳玲. 腹膜透析同伴教育者培训内容清单的构建研究[J]. 中华护理教育, 2024, 21(8): 986-992.
[15]	刘于, 高丽佳, 张文艳, 于明峰, 文佳祺, 曾铁英. 自适应学习在护理教育中的应用进展[J]. 中华护理教育, 2024, 21(7): 892-896.