Medical Faculty, Office of the Dean of Studies, University of Ulm, Albert Einstein Allee 7, 89081, Ulm, Germany.
Center for Surgery / Department for Cardiac Anesthesiology, University Hospital Ulm, Albert-Einstein-Allee 23, 89081, Ulm, Germany.
BMC Med Educ. 2017 Nov 9;17(1):194. doi: 10.1186/s12909-017-1053-6.
BACKGROUND: Since the introduction of the e-learning electrocardiogram (ECG) course 'ECG Online' into the curriculum at the University of Ulm, a small but relatively constant number of students have decided not to participate in the online course but to attend the face-to-face course, although the content of both courses is identical. The present study examined why students prefer one format or the other. METHODS: In a qualitative research approach, ten medical students were questioned in a guided interview. At the time of the survey the interviewees were enrolled in the 7th to 10th semesters. Among the respondents, 2 had participated only in the face-to-face ECG course, 4 only in the online version and 4 in both the face-to-face and the online course. RESULTS: Interestingly, the very factors associated with e-learning - and always praised as advantages of it - are viewed critically by the students. Thus, although the 24-h access to learning content was consistently evaluated positively, the unlimited availability (lack of expiry date) was not seen as conducive to learning. The lack of fixed time constraints and the attendant lack of pressure were important reasons why some of the students had discontinued the online course prematurely. A similar distinction was seen in the flexibility of location for e-learning, because the very obligation to be physically present on a particular day at a fixed time led to a higher degree of commitment to courses and a willingness to actually attend the course until the end. In addition, if the content has a high degree of perceived professional relevance face-to-face courses are preferred because they offer the possibility of direct interaction. CONCLUSIONS: Even though the small sample size limits the generalisability of the results, our findings indicate that when developing online courses students' needs could be better met if measures were included to strengthen extrinsic and intrinsic motivation and formats were favoured that enable students to have a minimum level of personal interaction with the lecturer.
背景：自从乌尔姆大学将电子学习心电图（ECG）课程“ECG Online”纳入课程以来，尽管两门课程的内容相同，但仍有一小部分学生决定不参加在线课程，而是选择参加面对面的课程。本研究旨在探讨学生为何更喜欢一种形式而不是另一种形式。
方法：采用定性研究方法，对 10 名医学生进行了指导性访谈。在调查时，受访者处于第 7 至 10 学期。在受访者中，2 人仅参加过面对面的 ECG 课程，4 人仅参加过在线版本，4 人同时参加过面对面和在线课程。
结果：有趣的是，与电子学习相关的因素——并且一直被称赞为其优势——被学生批判性地看待。因此，尽管 24 小时随时访问学习内容得到了一致的积极评价，但无限的可用性（无截止日期）并不被认为有利于学习。缺乏固定的时间限制和随之而来的缺乏压力是一些学生过早退出在线课程的重要原因。在电子学习的位置灵活性方面也存在类似的区别，因为必须在特定日期的固定时间亲自出现的义务导致对课程的更高程度的承诺，并愿意实际参加课程直到结束。此外，如果内容具有高度的感知专业相关性，则更喜欢面对面课程，因为它们提供了直接互动的可能性。
结论：尽管样本量较小限制了结果的普遍性，但我们的研究结果表明，在开发在线课程时，如果采取措施加强外在和内在动机，并优先采用能够使学生与讲师进行最低限度的个人互动的格式，则可以更好地满足学生的需求。
BMC Med Educ. 2016-8-4
Anat Sci Educ. 2017-4-21
J Med Internet Res. 2015-9-28
BMC Med Educ. 2008-4-23
Postgrad Med J. 2007-4
Clin Med (Lond). 2007
Acad Med. 2006-3
J Contin Educ Health Prof. 2004
Zotero 插件