School of Nursing and Midwifery, University of Western Sydney, Sydney, Australia.
Nurse Educ Today. 2010 Aug;30(6):584-90. doi: 10.1016/j.nedt.2009.12.005. Epub 2010 Jan 4.
Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point(R) presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience.
针对学习者的需求提供信息是当代教育环境中的一项重要策略。基于多媒体理论的网络学习支持，包括互动测验、带音频的词汇表、简短的旁白 Power Point(R)演示文稿、动画和数字化视频剪辑，已在悉尼大都市一所大学的护理学学士第一年生物科学课程中引入。该课程邀请所有注册该单元的学生访问该网站，并使用 WebCT 上提供的学生跟踪功能记录网站的点击次数，WebCT 是一种被许多教育机构广泛采用并用于本研究的在线课程交付工具。该课程的 85%的学生访问了学习支持网站。学生对学习支持网站价值的看法是使用基于网络的调查进行评估的。有 123 名参与者完成了调查，占 22%的回应率。关于护理学生对基于网络的活动的看法，从定性数据中出现了三个主题：“增强了我的学习”、“按自己的节奏学习”和“关于活动：我真正喜欢/不喜欢的”。基于网络的干预措施补充了传统呈现的护理科学课程，被学生认为对学习和语言发展都有益。尽管学生重视互动、多媒体学习，但他们还没有准备好完全放弃包括面对面讲座在内的传统学习模式。这项研究的结果有助于理解如何最好地利用基于网络的资源来支持学生的生物科学学习。
