Ammenwerth Elske, Hackl Werner O, Felderer Michael, Hoerbst Alexander
Institute of Medical Informatics, UMIT - University for Health Sciences, Medical Informatics and Technology, Hall in Tirol, Austria.
Institute of Computer Science, University of Innsbruck, Austria.
Stud Health Technol Inform. 2017;243:8-12.
The number of students enrolled in online courses is increasing steadily. Distance education offers many advantages, but also has inherent challenges. Successful distance education needs a thoughtfully designed instructional strategy where students are supported to actively create knowledge. We present the design and evaluation of three online-based courses in health informatics. The courses were based on a collaborative instructional strategy. The evaluation comprised workload analysis, student evaluation, student interviews and student reflections. Students expressed high satisfaction with online learning, despite a high workload, and high perceived learning outcomes. Using the Community of Inquiry framework as reference, we found very high levels of teaching presence, social presence and cognitive presence. Summarizing, we found that the chosen instructional strategy supported student-centered, collaborative learning. We conclude by presenting lesson learned for online-based instructional design.
注册在线课程的学生人数正在稳步增加。远程教育有许多优点，但也存在固有的挑战。成功的远程教育需要精心设计的教学策略，以支持学生积极构建知识。我们展示了三门健康信息学在线课程的设计与评估。这些课程基于协作教学策略。评估包括工作量分析、学生评价、学生访谈和学生反思。尽管工作量很大，但学生对在线学习表示高度满意，并且认为学习成果显著。以探究社区框架为参考，我们发现教学存在感、社交存在感和认知存在感都非常高。总之，我们发现所选的教学策略支持以学生为中心的协作学习。我们通过介绍在线教学设计的经验教训来得出结论。
