使用STROBE课堂观察工具对讲座式教学、基于问题的学习和小组学习中课堂学习者参与度的比较。
A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.
作者信息
Kelly P Adam, Haidet Paul, Schneider Virginia, Searle Nancy, Seidel Charles L, Richards Boyd F
机构信息
Baylor College of Medicine, Houston, TX, USA.
出版信息
Teach Learn Med. 2005 Spring;17(2):112-8. doi: 10.1207/s15328015tlm1702_4.
BACKGROUND
Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought.
PURPOSE
To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning.
METHODS
Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square.
RESULTS
In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL.
CONCLUSIONS
Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.
背景
最近将小组学习引入临床前医学课程后，我们寻求关于这种教学方法对课堂学习者参与度相对影响的证据。
目的
比较三种不同教学方法（讲座、基于问题的学习（PBL）和小组学习）的课堂上学习者参与行为的模式。
方法
经过培训的观察者使用STROBE课堂观察工具，在12个月的时间里对7个讲座课堂、4个PBL课堂和3个小组学习课堂中的学习者参与度进行测量。使用卡方检验比较不同类型参与行为的比例。
结果
在PBL和小组学习中，学习者之间的互动量相似，且远高于讲座课堂，讲座课堂中的大多数互动是学习者与教师之间的互动以及自我参与类型。此外，小组学习中学习者与教师之间的互动似乎比PBL中更多。
结论
观察到的参与行为证实了小组学习在促进参与度方面的潜力，类似于PBL，但教师的参与度更高。
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