Buckley Kathleen M
School of Nursing, Catholic University of America, Washington, DC 20064, USA.
J Nurs Educ. 2003 Aug;42(8):367-70. doi: 10.3928/0148-4834-20030801-09.
A traditional classroom-based course was transitioned during three semesters to a Web-enhanced and then a Web-based course. This nutrition course was part of the core curriculum for 58 undergraduate nursing students. Evaluation data were collected and analyzed to compare the effectiveness of the traditional classroom, Web-enhanced, and Web-based courses. Areas of evaluation included mid-term and final examination scores and course grades, as well as student self-reports of instructor preparation, instructor-student interaction, testing, course objectives and assignments, textbooks, and strengths and weaknesses of the course. No differences were found in student learning outcomes. Although the Web-based course received the lowest mean course evaluation score, which was significantly different from the scores of the other two instructional methods, the students' qualitative comments revealed both positive and negative aspects of online instruction.
一门传统的基于课堂的课程在三个学期内逐步转变为网络强化课程，然后又转变为网络课程。这门营养课程是58名本科护理专业学生核心课程的一部分。收集并分析了评估数据，以比较传统课堂、网络强化和网络课程的有效性。评估领域包括期中考试和期末考试成绩及课程成绩，以及学生对教师准备情况、师生互动、测试、课程目标与作业、教科书以及课程优缺点的自我报告。在学生学习成果方面未发现差异。虽然网络课程的平均课程评估得分最低，且与其他两种教学方法的得分有显著差异，但学生的定性评论揭示了在线教学的积极和消极方面。
