J Nurs Educ. 2020 Apr 1;59(4):227-230. doi: 10.3928/01484834-20200323-10.
Exploration for innovative pedagogical techniques to teach statistics led to examination of the Open and Free Courses offered through the Carnegie Mellon University Online Learning Initiative (CMU OLI). This study examined the impact of the CMU OLI statistics course on graduate nursing students' course grades and course evaluations.
This retrospective study of a hybrid course compared three teaching modalities for statistics: 1) face-to-face workshop, 2) CMU OLI course, and 3) CMU OLI course plus online discussions.
Mean grade point averages increased sequentially and significantly. Individual students' grades improved and student evaluations of instruction mean scores for critical thinking, teaching effectiveness, overall course rating, and overall learning increased significantly (p < .01).
Future studies are needed that build knowledge of how open and free online courses can be used in nursing education to facilitate retention of content, allay statistics anxiety, and increase student motivation toward research. [J Nurs Educ. 2020;59(4):227-230.].
为了探索创新的教学方法来教授统计学，我们考察了卡内基梅隆大学在线学习计划（CMU OLI）提供的开放和免费课程。本研究考察了 CMU OLI 统计学课程对护理研究生课程成绩和课程评估的影响。
本研究对一门混合课程进行回顾性研究，比较了统计学的三种教学模式：1）面对面研讨会，2）CMU OLI 课程，3）CMU OLI 课程加在线讨论。
平均绩点呈连续显著上升趋势。个别学生的成绩有所提高，学生对批判性思维、教学效果、整体课程评分和整体学习的评价平均分也显著提高（p <.01）。
需要进一步研究如何在护理教育中使用开放和免费的在线课程，以促进内容的保留、减轻统计学焦虑以及提高学生对研究的积极性。[J Nurs Educ. 2020;59(4):227-230.].
