儿科牙科课程的混合式与远程学习环境及其对学生满意度的影响：一项横断面研究。

Hybrid versus distance learning environment for a paediatric dentistry course and its influence on students' satisfaction: a cross-sectional study.

机构信息

Department of Pediatric Dentistry, Faculty of Dentistry, Cairo University, Cairo, Egypt.

Department of Pediatric Dentistry, Faculty of Dentistry, Fayoum University, Fayoum, Egypt.

出版信息

BMC Med Educ. 2022 May 5;22(1):343. doi: 10.1186/s12909-022-03417-4.

DOI:10.1186/s12909-022-03417-4

PMID:35513807

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9069422/

Abstract

BACKGROUND

During the novel COVID-19 pandemic, many universities adopted distance and hybrid learning as a modification to their teaching methods to ensure continuity of education, abiding by the worldwide recommendations of social distancing.

AIM

To compare learning environments created through hybrid learning versus distance learning, to deliver paediatric dentistry course, and to assess the correlation between the created learning environment and students' satisfaction.

METHOD

In this cross-sectional study, students enrolled in a hybrid paediatric dentistry course were asked to participate in an electronic survey. The learning environment was assessed using Distance Educational Learning Environment Survey (DELES), students' satisfaction was assessed using Satisfaction Scale (SS). Retrospective data for distance learning course was used for comparison. Ordinal data were compared using Mann-Whitney U test. Spearman's rank order correlation coefficient was used to correlate students' satisfaction with DELES. Multiple regression analysis was used to predict satisfaction.

RESULTS

A total of 376 students' data were considered in the study. Hybrid learning had significantly higher scores than distance learning in 3 DELES scales. There was a statistically significant weak positive correlation between satisfaction and DELES. Multiple regression analysis model was statistically significant and accounted for (22.8%) of the variance in students' satisfaction. Only "Instructor support" (p = 0.001) and "Student autonomy" (p < 0.001) had a significant effect on satisfaction.

CONCLUSION

This study supports the superiority of a hybrid learning environment over a complete distance learning environment, it also shows that satisfaction is correlated and can be predicted by the created learning environment.

TRIAL REGISTRATION

This study has been registered on clinicaltrials.gov on 21 May 2020 with an identifier: NCT04401371 .

摘要

背景

在新型 COVID-19 大流行期间，许多大学采用远程和混合学习作为教学方法的修改，以确保教育的连续性，遵守全球社会距离的建议。

目的

比较通过混合学习与远程学习创建的学习环境，以提供儿科牙科课程，并评估所创建的学习环境与学生满意度之间的相关性。

方法

在这项横断面研究中，被纳入混合儿科牙科课程的学生被要求参与电子调查。使用远程教育学习环境调查（DELES）评估学习环境，使用满意度量表（SS）评估学生满意度。为比较使用了远程学习课程的回顾性数据。使用曼-惠特尼 U 检验比较有序数据。使用 Spearman 秩相关系数将学生满意度与 DELES 相关联。使用多元回归分析预测满意度。

结果

共有 376 名学生的数据被纳入研究。混合学习在 3 个 DELES 量表中的得分明显高于远程学习。满意度与 DELES 之间存在统计学上显著的弱正相关。多元回归分析模型具有统计学意义，解释了学生满意度的（22.8%）方差。只有“教师支持”（p=0.001）和“学生自主性”（p<0.001）对满意度有显著影响。