Atkins Salla, Yan Weirong, Meragia Elnta, Mahomed Hassan, Rosales-Klintz Senia, Skinner Donald, Zwarenstein Merrick
Department of Public Health Sciences (Global Health/IHCAR), Karolinska Institutet, Stockholm, Sweden;
Department of Public Health Sciences (Global Health/IHCAR), Karolinska Institutet, Stockholm, Sweden.
Glob Health Action. 2016 Oct 6;9:28145. doi: 10.3402/gha.v9.28145. eCollection 2016.
As blended learning (BL; a combination of face-to-face and e-learning methods) becomes more commonplace, it is important to assess whether students find it useful for their studies. ARCADE HSSR and ARCADE RSDH (African Regional Capacity Development for Health Systems and Services Research; Asian Regional Capacity Development for Research on Social Determinants of Health) were unique capacity-building projects, focusing on developing BL in Africa and Asia on issues related to global health.
We aimed to evaluate the student experience of participating in any of five ARCADE BL courses implemented collaboratively at institutions from Africa, Asia, and Europe.
A post-course student survey with 118 students was conducted. The data were collected using email or through an e-learning platform. Data were analysed with SAS, using bivariate and multiple logistic regression. We focused on the associations between various demographic and experience variables and student-reported overall perceptions of the courses.
In total, 82 students responded to the survey. In bivariate logistic regression, the course a student took [=0.0067, odds ratio (OR)=0.192; 95% confidence interval (CI): 0.058-0.633], male gender of student (=0.0474, OR=0.255; 95% CI: 0.066-0.985), not experiencing technical problems (<0.001, OR=17.286; 95% CI: 4.629-64.554), and reporting the discussion forum as adequate for student needs (=0.0036, OR=0.165; 95% CI: 0.049-0.555) were found to be associated with a more positive perception of BL, as measured by student rating of the overall helpfulness of the e-learning component to their studies. In contrast, perceiving the assessment as adequate was associated with a worse perception of overall usefulness. In a multiple regression, the course, experiencing no technical problems, and perceiving the discussion as adequate remained significantly associated with a more positively rated perception of the usefulness of the online component of the blended courses.
The results suggest that lack of technical problems and functioning discussion forums are of importance during BL courses focusing on global health-related topics. Through paying attention to these aspects, global health education could be provided using BL approaches to student satisfaction.
随着混合式学习（BL；面对面学习与电子学习方法的结合）变得越来越普遍，评估学生是否认为其对学习有用很重要。非洲区域卫生系统与服务研究能力发展项目（ARCADE HSSR）和亚洲区域健康社会决定因素研究能力发展项目（ARCADE RSDH）是独特的能力建设项目，专注于在非洲和亚洲围绕全球健康相关问题开展混合式学习。
我们旨在评估参与在非洲、亚洲和欧洲机构合作实施的五门ARCADE混合式学习课程中任意一门的学生体验。
对118名学生进行了课程结束后的调查。数据通过电子邮件或电子学习平台收集。使用SAS进行数据分析，采用双变量和多元逻辑回归。我们重点关注各种人口统计学和体验变量与学生报告的对课程的总体看法之间的关联。
共有82名学生回复了调查。在双变量逻辑回归中，学生所选课程[=0.0067，优势比（OR）=0.192；95%置信区间（CI）：0.058 - 0.633]、学生为男性（=0.0474，OR = 0.255；95% CI：0.066 - 0.985）、未遇到技术问题（<0.001，OR = 17.286；95% CI：4.629 - 64.554）以及报告讨论论坛满足学生需求（=0.0036，OR = 0.165；95% CI：0.049 - 0.555）被发现与对混合式学习的更积极看法相关，这种看法通过学生对电子学习部分对其学习总体帮助程度的评分来衡量。相比之下，认为评估充分与对总体有用性的较差看法相关。在多元回归中，课程、未遇到技术问题以及认为讨论充分仍然与对混合课程在线部分有用性的评分更积极显著相关。
结果表明，在围绕全球健康相关主题的混合式学习课程中，不存在技术问题和有功能正常的讨论论坛很重要。通过关注这些方面，可以采用混合式学习方法提供全球健康教育，以提高学生满意度。
