Center for Teaching and Learning Development, Southern Medical University, Shatai Road 1023, Baiyun District, Guangzhou, 510515, Guangdong, China.
Office of Academic Affairs, Southern Medical University, Baiyun District, Shatai Road 1023, Guangzhou, 510515, Guangdong, China.
BMC Med Educ. 2022 Apr 28;22(1):328. doi: 10.1186/s12909-022-03383-x.
Aimed to corroborate students' and faculty's experiences with e-learning during the current pandemic.
A cross-sectional study was conducted from February to June 2020. Seven surveys were distributed electronically to all undergraduate students and the faculty (4 to students and 3 to teachers) at the Southern Medical University (China). Descriptive statistics and t-tests were used to analyze the data. Statistical significance was set at p < .05.
Most students had some exposure to e-learning prior to the all e-learning regiment, contrasted with close to 90% of teachers having no or very limited experience. Students' perceptions of the most helpful e-learning activities did not change significantly overall (Week 3 vs. Week 9). Approaching 60% of students (Week 9) did find online discussion/Q&A/forum helpful, an increase from less than 30% (Week 3). Among teachers, gaps emerged (Week 9) between e-teaching activities used and their perceived effectiveness. Despite pre-recorded lectures being the most frequently used method, the least gap was associated with live-stream lectures-the least used. Over time, teacher's perceived effectiveness of e-teaching vs. in-person teaching did not differ significantly overall. When the results among students (Week 7) and teachers (Week 9) were corroborated, a slightly higher percentage of teachers viewed online teaching to be less effective than in-person teaching and a slightly higher percentage of teachers viewed online teaching as far less effective. For preferred learning modes after the resumption of in-person learning, students' preferences did not differ significantly overall (Week 3 vs. week 9). Surveys conducted in Week 9 found that a slightly higher percentage of students (~ 70%) than teachers (~ 60%) preferred some forms of hybrid learning and a lower percentage of students preferred face-to-face learning only. Approximately three quarters of teachers responded that at least 50% of course materials could be mastered by students on their own.
Overall, the perceived effectiveness of e-learning among students and teachers has not changed significantly over time. Nor have students' preferences shifted significantly for various learning modes after the in-person learning resumed. However, informative directional trends have emerged. Our research illustrates empirically the need to corroborate students' and instructors' experiences over time to inform more holistic improvements of e-learning.
旨在证实学生和教师在当前大流行期间远程学习的体验。
这是一项在 2020 年 2 月至 6 月期间进行的横断面研究。向南方医科大学（中国）的所有本科生和教师（学生 4 份，教师 3 份）分发了 7 份电子调查。使用描述性统计和 t 检验分析数据。统计显著性设为 p<0.05。
大多数学生在全面远程学习之前已经有过一些远程学习的经历，而近 90%的教师没有或仅有有限的经验。学生对最有帮助的远程学习活动的看法总体上没有显著变化（第 3 周与第 9 周）。近 60%的学生（第 9 周）发现在线讨论/问答/论坛有帮助，这一比例高于第 3 周的不到 30%。在教师中，使用的远程教学活动与其感知的有效性之间出现了差距（第 9 周）。尽管录制的讲座是最常用的方法，但与最少使用的实时直播讲座相比，差距最小。随着时间的推移，教师对远程教学和面对面教学的有效性的看法总体上没有显著差异。当对学生（第 7 周）和教师（第 9 周）的结果进行印证时，略高于教师的比例认为在线教学不如面对面教学有效，略高于教师的比例认为在线教学效果差得多。在恢复面对面学习后，学生对首选学习模式的偏好总体上没有显著差异（第 3 周与第 9 周）。第 9 周的调查发现，略高于教师（约 60%）的学生（约 70%）更喜欢某种形式的混合学习，而更喜欢面对面学习的学生比例较低。约四分之三的教师回答说，至少 50%的课程材料学生可以自己掌握。
总体而言，学生和教师对远程学习的有效性的看法随着时间的推移并没有显著变化。在恢复面对面学习后，学生对各种学习模式的偏好也没有显著变化。然而，出现了一些有启发性的趋势。我们的研究从经验上说明了需要随着时间的推移来证实学生和教师的经验，以促进远程学习的全面改进。
