School of Nursing, Sun Yat-sen University, Guangzhou, China.
School of Nursing, Sun Yat-sen University, Guangzhou, China.
Nurse Educ Today. 2019 May;76:96-102. doi: 10.1016/j.nedt.2019.02.004. Epub 2019 Feb 12.
Massive open online courses (MOOCs) are innovative courses that have aroused great interest in the field of nursing education. However, most studies have focused only on the benefits of MOOCs rather than the issues and how to ameliorate them.
To compare the differences between the "blended learners" (who studied at a university and via a MOOC) and "social learners" (MOOC-only learners) in course completion, participation, performance, and online interactions.
A prospective cohort study.
The participants were social and blended learners registered on a 16-week Health Assessment MOOC on a Chinese MOOC platform.
The data were collected from the MOOC learning records. The participants were categorized based on their participation: Committed learners (participated in all topic tests and the final exam), Early dropout learners (initially participated but did not finish the course), and Other learners (the remainder). The differences in course completion, participation, performance, and online interactions (in three case discussions and free discussions) between the blended and social learners, and among the three participation types, were assessed.
At total of 4106 participants registered, comprising 57 blended and 4049 social learners. The completion rates for blended and social learners were 100% and 7.14%, respectively. The blended learners showed stable participation rates over the course (χ = 0.190, P = 0.663) while the social learners showed a trend of high to low participation (χ = 179.602, P < 0.001). The blended learners had better performance than the social learners (all P < 0.05) except among the committed learners. The blended learners also had more online interactions than the social learners (χ = 25.107, P < 0.001). The Early dropout and Other learners among the social learners participated more in the free discussions than the case discussions (P < 0.001).
Blended learners benefit more from MOOCs than social learners, and online-to-offline blended approaches are recommended for future nursing education.
大规模在线开放课程（MOOCs）是一种创新课程，在护理教育领域引起了极大的兴趣。然而，大多数研究仅关注 MOOCs 的益处，而没有关注存在的问题以及如何改进。
比较混合学习者（在大学学习并通过 MOOC 学习）和社会学习者（仅通过 MOOC 学习）在课程完成、参与度、表现和在线互动方面的差异。
前瞻性队列研究。
参与者是在中国 MOOC 平台上注册的为期 16 周的健康评估 MOOC 的社会学习者和混合学习者。
数据来自 MOOC 学习记录。根据参与情况将参与者分为三类：承诺学习者（参加了所有主题测试和期末考试）、早期辍学学习者（最初参加但未完成课程）和其他学习者（其余学习者）。评估了混合学习者和社会学习者之间以及三种参与类型之间在课程完成率、参与度、表现和在线互动（在三个案例讨论和自由讨论中）方面的差异。
共有 4106 名参与者注册，包括 57 名混合学习者和 4049 名社会学习者。混合学习者和社会学习者的完成率分别为 100%和 7.14%。混合学习者在整个课程中的参与率保持稳定（χ²=0.190，P=0.663），而社会学习者的参与率呈高低趋势（χ²=179.602，P<0.001）。混合学习者的表现优于社会学习者（均 P<0.05），但在承诺学习者中除外。混合学习者的在线互动也多于社会学习者（χ²=25.107，P<0.001）。社会学习者中的早期辍学和其他学习者在自由讨论中的参与度高于案例讨论（P<0.001）。
混合学习者比社会学习者从 MOOC 中获益更多，建议未来的护理教育采用线上线下混合模式。
