The blended learning experience of nursing undergraduates in a hybrid-flexible course model
Received date: 2022-01-17
Online published: 2022-10-25
目的 了解学生在混合-灵活式课程模式中线上线下混合式学习的体验,为制订有效的混合式教学设计策略提供依据。 方法 在护理学本科健康评估Ⅰ课程中采用混合-灵活式课程模式,采取目的取样方法选取完成该课程学习的8名学生进行一对一深度访谈,利用KJ法对访谈资料进行分析。 结果 根据访谈资料归纳出3个主题：完成学习任务的体验（单元测试的效果好;同伴互评可以开阔思路;成绩是重要的学习驱动力;涉及不同平台容易混乱）、参与教学活动的体验（以任务驱动的小组学习可激发学习兴趣;不同形式的教学活动互补有助于提高学习效果;MOOC学习方式更灵活;不同学生的学习体验不尽相同）、学习支持的必要性（需要必要的提醒;知识的可视化呈现很有帮助;期待学习方法的指导）。 结论 混合-灵活式课程模式可以更好地满足个性化学习需要。透过学习者的学习体验,提出关于教学设计策略的建议：创设不同的教学情境,促进知识的迁移和高阶思维的培养,提升认知临场感;促进交流互动,构建探究共同体,提升社会临场感;激发学生的学习动机,提供必要的支持,增强教学临场感。
关键词： 学生,护理; 定性研究; 混合式学习; 混合-灵活式课程模式
孙玉梅 , 孙宏玉 , 江华 , 陈华 . 护理学专业本科生在混合-灵活式课程模式中学习体验的研究[J]. 中华护理教育, 2022 , 19(10) : 869 -875 . DOI: 10.3761/j.issn.1672-9234.2022.10.001
Objective To understand students’ experience of the online and offline blended learning in a hybrid-flexible course model. Methods The hybrid-flexible course model is adopted in the Health Assessment I course. Eight students recruited by purposive sampling were interviewed by a face-to-face way. The interview data were analyzed by KJ method. Results Three themes emerged from the data including the experience of completing learning tasks（the effect of the unit test was good,peer review can broaden thinking,academic performance was an important driving force for learning,involving different platforms was easy to be lost）,the experience of participating in teaching activities（task driven group learning could stimulate learning interests,different forms of teaching activities helped to improve the learning effects,MOOC learning method was more flexible,different students had different learning experiences）,and the necessity of learning support（necessary reminders were needed;visual presentation of knowledge was helpful,guidance on learning method is hoped）. Conclusion The hybrid-flexible teaching model can better meet the needs of personalized learning. Through the learning experience of learners,this paper proposes suggestions on teaching design strategies：creating different teaching situations,promoting the knowledge transfer and high-order thinking cultivation,enhancing the cognitive presence;promoting communication and interaction,building an inquiry community to enhance the social presence;stimulating students’ learning motivation,and providing necessary support to enhance the teaching presence.
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