Centre for the Rehabilitation of the Paralysed; Bangladesh Health Professions Institute, the Academic Institute of the Centre for the Rehabilitation of the Paralysed, Savar, Bangladesh.
Bangladesh Health Professions Institute, the Academic Institute of the Centre for the Rehabilitation of the Paralysed, Savar, Bangladesh.
J Physiother. 2015 Jan;61(1):21-7. doi: 10.1016/j.jphys.2014.09.008. Epub 2014 Dec 11.
Does a massive open online course (MOOC) based around an online learning module about spinal cord injuries improve knowledge or confidence among physiotherapy students more than if physiotherapy students are left to work through the online learning module at their own pace. Which method of presenting the content leads to greater satisfaction among the students?
Randomised controlled trial with concealed allocation and intention-to-treat analysis.
Forty-eight physiotherapy students in Bangladesh.
Participants randomised to the control group were instructed to work at their own pace over a 5-week period through a physiotherapy-specific online learning module available at www.elearnSCI.org. Experimental participants were enrolled in a 5-week MOOC. The MOOC involved completing the same online learning module but experimental participants' progress through the module was guided each week and they were provided with the opportunity to engage in online discussion through Facebook.
The primary outcome was knowledge, and the secondary outcomes were perceived confidence to treat people with spinal cord injuries and satisfaction with the learning experience.
The mean between-group difference for knowledge was 0.7 points (95% CI -1.3 to 2.6) on a 0 to 20-point scale. The equivalent results for perceived confidence and satisfaction with the learning experience were 0.4 points (95% CI -1.0 to 1.8) and 0.0 points (95% CI -1.1 to 1.2) on a 0 to 10-point scale.
The MOOC was no better for students than working at their own pace through an online learning module for increasing knowledge, confidence or satisfaction. However, students in the MOOC group highlighted positive aspects of the course that were unique to their group, such as interacting with students from other countries through the MOOC Facebook group.
ACTRN12614000422628.
一门围绕着脊髓损伤在线学习模块的大规模开放在线课程（MOOC）是否比让物理治疗学生自行按照自己的节奏学习在线学习模块更能提高物理治疗学生的知识或信心。哪种呈现内容的方法会让学生更满意？
随机对照试验，采用隐藏分组和意向治疗分析。
孟加拉国的 48 名物理治疗学生。
对照组的参与者被指示在 5 周的时间内按照自己的节奏通过可在 www.elearnSCI.org 上获得的特定于物理治疗的在线学习模块进行学习。实验组的参与者则注册了一个为期 5 周的 MOOC。MOOC 包括完成相同的在线学习模块，但实验组的参与者每周都会在模块的学习进度上得到指导，并提供通过 Facebook 进行在线讨论的机会。
主要结果是知识，次要结果是治疗脊髓损伤患者的感知信心和对学习体验的满意度。
知识方面的组间平均差异为 0.7 分（95%CI -1.3 至 2.6），分值范围为 0 至 20 分。感知信心和对学习体验的满意度的等效结果分别为 0.4 分（95%CI -1.0 至 1.8）和 0.0 分（95%CI -1.1 至 1.2），分值范围为 0 至 10 分。
对于提高知识、信心或满意度而言，MOOC 并不比学生自行按照自己的节奏通过在线学习模块学习更好。然而，MOOC 组的学生强调了课程的一些积极方面，这些方面是他们小组所独有的，例如通过 MOOC Facebook 小组与来自其他国家的学生互动。
ACTRN12614000422628。
