Dooley Laura M, Frankland Sarah, Boller Elise, Tudor Elizabeth
Faculty of Veterinary and Agricultural Sciences, The University of Melbourne, Parkville, Victoria, Australia 3052.
Faculty of Veterinary and Agricultural Sciences, The University of Melbourne, 250 Princes Highway, Werribee, Victoria, Australia 3030.
J Vet Med Educ. 2018 Summer;45(2):195-203. doi: 10.3138/jvme.1116-173r. Epub 2018 Feb 2.
There has been a recent move toward active learning pedagogies in veterinary education, with increasing use of a blended approach that incorporates both online resources and live classroom sessions. In this study, an established veterinary pre-clinical course in introductory animal health was transitioned from a traditional didactic lecture delivery mode to a flipped classroom approach with core content delivered online. This study compared the experiences of two cohorts of students who studied the same course in the different formats in consecutive years. Online learning resources included short video segments and a variety of short problems and activities. Online materials were complemented with weekly small-group case-based learning classes facilitated by academic staff. A mixed methods evaluation strategy was applied using student grades, surveys, and focus groups to compare student academic performance, satisfaction, and engagement between the two cohorts. The flipped classroom cohort achieved significantly higher grades in the written answer section of the final examination. Student satisfaction with learning resources was also higher in this cohort. However, satisfaction with other aspects of the course was largely the same for both cohorts. This study revealed some of the challenges associated with achieving adequate student preparation for class using online resources. The outcomes of this study have implications for veterinary educators considering the design and development of new online learning resources.
最近，兽医教育领域已朝着主动学习教学法发展，越来越多地采用将在线资源与现场课堂教学相结合的混合式教学方法。在本研究中，一门既定的兽医临床前入门动物健康课程从传统的讲授式教学模式转变为翻转课堂模式，核心内容通过在线方式提供。本研究比较了连续两年以不同形式学习同一课程的两组学生的经历。在线学习资源包括短视频片段以及各种简短的问题和活动。在线材料通过学术人员组织的每周小组病例式学习课程得到补充。采用了一种混合方法评估策略，利用学生成绩、调查和焦点小组来比较两组学生的学业表现、满意度和参与度。翻转课堂组在期末考试的书面回答部分取得了显著更高的成绩。该组学生对学习资源的满意度也更高。然而，两组学生对课程其他方面的满意度大致相同。本研究揭示了在利用在线资源让学生为课堂做好充分准备方面存在的一些挑战。本研究结果对考虑设计和开发新在线学习资源的兽医教育工作者具有启示意义。
