Abstract:

Objective To evaluate the effects of the blended learning teaching activity in improving students’ participation in the course of Fundamentals of Nursing. Methods Based on the theory of Community of Inquiry，the blended learning teaching activity was designed and applied in 114 vocational nursing students participated in the course. The online teaching activities including“Case，Speech，Like，Picture” and the off-line teaching activities including “Realm，Ask，Compare，Comment”. The scores，participation in online and off-line teaching activities and Community Inquiry scale were collected after the teaching. Results For the completion rate，76.3% to 100% of 65 tasks were finished. The micro lessons’ watching time ranged from 782.7 to 1 028.7 min（851.6±100.7 min） with 73 onboard discussion topics and 4 210 answers. Assignments in table or graph format were delivered，with 3 019 replies. Teachers made 448 assessments with 2 430 “likes”. Offline class observed 96% students brought out questions actively，and the group presentations averaged 3 to 5 times. Comparing to last semester，both online and offline engagement and learning achievement improved significantly（P<0.05）. The total score of Community Inquiry scale and scores of cognitive presence，teaching presence and social presence enhanced significantly（P<0.05）. Conclusion The blended learning teaching activity could enhance the effect of blended learning，improve the deep learning and learning concentration.

Key words: Education，Nursing, Curriculum, Community of Inquiry theory, Fundamentals of Nursing, Blended learning