Univ. Grenoble Alpes, CNRS / TIMC-IMAG Lab., UMR 5525 (Themas), Grenoble, France.
Univ. Grenoble Alpes, CEA, CNRS, IRIG-SyMMES, Grenoble, France.
Yearb Med Inform. 2020 Aug;29(1):247-252. doi: 10.1055/s-0040-1701978. Epub 2020 Apr 17.
The Grenoble (France) Master's degree in health includes 17 sub-specialty programs, 120 separate teaching units (TUs) and caters for up to 400 students per year. We present the pedagogical transition to blended learning based on flipped classroom initiated in 2010 to overcome the pedagogical limitations of classical lectures.
The pedagogical organization of each TU is based on the weekly and sequential implementation of five sequences. The first three sequences comprise the learning stages of (1) self-learning on knowledge capsules, (2) interactive on-line questions and votes of interest, and (3) interactive on-site training and explanation meetings. The last two sequences include the evaluation stages with (4) positioning tests, and (5) an anonymous evaluation of the TU allowing access to personalized follow-ups. This pedagogical sequence is completed with a final certification on a tablet computer.
The systematic evaluation and debriefing sessions of TUs gave us a clear SWOT vision of the revised Master's degree in health. The feedback was very positive from students, teachers, and the institution, which encourages us to move forward in this transition. Nonetheless, some of this positive feedback was unexpected, such as the ease of managing mobile learners (e.g. Erasmus, International internship) or personalized reinforcement.
Our results indicate that a switch to blended learning is feasible in a large Master program, with improvements on student/teacher equity and for the institution.
格勒诺布尔（法国）健康硕士学位包含 17 个专业课程，120 个独立的教学单元（TU），每年最多可容纳 400 名学生。我们介绍了从 2010 年开始的基于翻转课堂的混合式学习教学模式的转变，以克服传统讲座的教学局限性。
每个 TU 的教学组织基于每周和顺序实施五个序列。前三个序列包括（1）知识胶囊的自学，（2）在线互动问题和投票，以及（3）在线互动培训和解释会议的学习阶段。最后两个序列包括评估阶段，（4）定位测试，以及（5）TU 的匿名评估，允许访问个性化的后续行动。这种教学序列由平板电脑上的最终认证完成。
对 TU 的系统评估和反思会议为我们提供了一个清晰的健康硕士课程修订版的 SWOT 视角。学生、教师和机构的反馈非常积极，这鼓励我们在这一转变中继续前进。然而，一些积极的反馈是出乎意料的，例如管理移动学习者（例如，伊拉斯谟，国际实习）或个性化强化的便利性。
我们的结果表明，在大型硕士课程中，向混合式学习的转变是可行的，可以提高学生/教师的公平性，并为机构带来益处。
