University of Sao Paulo at Ribeirao Preto College of Nursing, World Health Organization Collaborating Centre for Nursing Research Development, Sao Paulo, Brazil.
Adv Physiol Educ. 2010 Jun;34(2):70-4. doi: 10.1152/advan.00070.2009.
This study aimed to develop, implement, and assess a distance module in endocrine physiology in TelEduc for undergraduate nursing students from a public university in Brazil, with a sample size of 44 students. Stage 1 consisted of the development of the module, through the process of creating a distance course by means of the Web. Stage 2 was the planning of the module's practical functioning, and stage 3 was the planning of student evaluations. In the experts' assessment, the module complied with pedagogical and technical requirements most of the time. In the practical functioning stage, 10 h were dedicated for on-site activities and 10 h for distance activities. Most students (93.2%) were women between 19 and 23 yr of age (75%). The internet was the most used means to remain updated for 23 students (59.0%), and 30 students (68.2%) accessed it from the teaching institution. A personal computer was used by 23 students (56.1%), and most of them (58.1%) learned to use it alone. Access to a forum was more dispersed (variation coefficient: 86.80%) than access to chat (variation coefficient: 65.14%). Average participation was 30 students in forums and 22 students in the chat. Students' final grades in the module averaged 8.5 (SD: 1.2). TelEduc was shown to be efficient in supporting the teaching-learning process of endocrine physiology.
这项研究旨在为巴西一所公立大学的护理专业本科生开发、实施和评估远程内分泌生理学模块，样本量为 44 名学生。第一阶段包括模块的开发，通过网络创建远程课程的过程。第二阶段是规划模块的实际运作，第三阶段是规划学生评估。在专家评估中，该模块在大多数时候都符合教学和技术要求。在实际运作阶段，现场活动和远程活动分别安排了 10 小时。大多数学生（93.2%）是年龄在 19 到 23 岁之间的女性（75%）。23 名学生（59.0%）最常使用互联网来保持更新，30 名学生（68.2%）从教学机构访问互联网。23 名学生（56.1%）使用个人电脑，其中大多数学生（58.1%）独自学会了使用。论坛的访问更为分散（变异系数：86.80%），而聊天的访问则更为集中（变异系数：65.14%）。论坛的平均参与人数为 30 人，而聊天的平均参与人数为 22 人。学生在模块中的最终成绩平均为 8.5（SD：1.2）。TelEduc 被证明在支持内分泌生理学的教与学过程中是有效的。
