目的 比较混合式教学与全程线上教学在本科助产学课程中的应用效果,探讨学生线上学习效果的影响因素。方法 天津医科大学2016级助产学课程采用混合式教学开展,包括19学时的线上教学和46学时的线下教学。2017级助产学课程采用全程线上教学,共65学时。两个年级各25名学生,通过平台收集助产方向学生线上学习数据,比较两个年级教学视频观看时长反刍比、单次课程互动得分、任务点完成分数、单次课程学生访问次数、线上课程测验平均得分和期末考试成绩。结果 两个年级学生任务点完成分数和单次课程学生访问次数差异无统计学意义（P>0.05）;2017级学生观看教学视频时长反刍比低于2016级（t=3.425,P<0.05）;2017级学生的单次课程学生互动得分、线上课程测验平均得分高于2016级（P<0.05）,2017级期末考试成绩低于2016级（t=2.591,P<0.05）。经多元线性回归分析,单次课程互动得分和单次课程学生访问次数是线上课程测验得分的影响因素,可解释总变异的65.4%。 结论 混合式教学可充分发挥线上、线下的合并优势,教师为学生提供多样化学习服务能够提高学生主动性,提升学习参与度,有助于提升线上学习效率;同时在线下课程中通过提问、讨论等策略提升教学质量,更有利于把握学生整体学习效果。

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.