Department of Medical Education, Catholic Kwandong University College of Medicine, Incheon, Korea.
Korean J Med Educ. 2021 Dec;33(4):405-409. doi: 10.3946/kjme.2021.208. Epub 2021 Nov 30.
The purpose of this study was to examine the differences in the medical students' satisfaction on online flipped learning by the learning style.
A total of 42 second-year medical students were participated in this study. As study tools, Felder and Soloman's Index of Learning Styles and the Korean Educational Development Institute's National Assessment of Student Engagement in Learning were utilized. Data analysis was conducted with the Kruskal-Wallis test, a nonparametric statistical method.
Results showed that there were statistically significant differences within active-reflective types and sensing-intuitive types. The active-reflective type has been shown to have statistically significant differences for the three effects of learning, such as problem solving and understanding, active participation, and self-directed learning attitudes. For sensing-intuitive type, active participation showed a significant difference from other effects of learning.
The learning style is an important concept in understanding the diverse ways in which students process and absorb new information. Hence research is needed to conduct successful small group activities through online. In the future, it is necessary to find the factors that can lead to successful online classes in medical schools.
本研究旨在通过学习风格考察医学生对在线翻转学习的满意度差异。
共有 42 名二年级医学生参与了这项研究。作为研究工具，采用了费尔德和索罗门的学习风格索引和韩国教育发展研究所的全国学生学习投入评估。采用 Kruskal-Wallis 检验，即一种非参数统计方法进行数据分析。
结果表明，在主动反思型和感觉直觉型之间存在统计学上的显著差异。主动反思型在解决问题和理解、积极参与和自我导向学习态度这三个学习效果方面存在统计学上的显著差异。对于感觉直觉型，积极参与与其他学习效果有显著差异。
学习风格是理解学生处理和吸收新信息的不同方式的一个重要概念。因此，需要通过在线进行成功的小组活动的研究。未来，有必要找到能在医学院成功开设在线课程的因素。
