医学生对教师角色的感知与他们在基于云的虚拟教室中使用在线学习技术的方法之间的关系。
Relationship between medical students' perceived instructor role and their approaches to using online learning technologies in a cloud-based virtual classroom.
机构信息
Department of Physiology and Pathophysiology, School of Basic Medical Sciences, Shandong University, Jinan, China.
School of Foreign Languages and Literature, Shandong University, Jinan, China.
出版信息
BMC Med Educ. 2022 Jul 19;22(1):560. doi: 10.1186/s12909-022-03604-3.
BACKGROUND
Students can take different approaches to using online learning technologies: deep and surface. It is important to understand the relationship between instructor role and student approaches to using online learning technologies in online learning settings supported by cloud computing techniques.
METHODS
A descriptive, cross-sectional study was conducted to analyze the relationships between medical students' perceptions of instructor role (instructor support, instructor-student interaction, and instructor innovation) and students' approaches to using online learning technologies in cloud-based virtual classrooms. A 25-item online questionnaire along with a sheet with basic demographic was administered to all medical students at Qilu Medical Schools of Shandong University China. Overall, 213 of 4000 medical students (5.34%) at the medical school participated in the survey.
RESULTS
The results showed high levels of medical students' perceived instructor support, instructor-student interaction and instructor innovation. Most students adopted the deep approaches to using online learning technologies. Instructor support, instructor-student interaction and innovation were positively related to students' deep approaches to using online learning technologies. Instructor support was negatively related to students' surface approaches to using online learning technologies.
CONCLUSIONS
The relationship between instructor role (instructor support, instructor-student interaction and instructor innovation) and students' approaches to using online learning technologies highlight the importance of instructor support and innovation in facilitating students' adoption of desirable approaches to learning from the application of technologies.
背景
学生在使用在线学习技术时可以采取不同的方法：深度学习和浅层学习。了解云计算技术支持的在线学习环境中，教师角色与学生使用在线学习技术的方法之间的关系非常重要。
方法
本研究采用描述性、横断面研究方法，分析了医学专业学生对教师角色（教师支持、师生互动和教师创新）的认知与学生在基于云的虚拟教室中使用在线学习技术的方法之间的关系。我们向山东大学齐鲁医学院的所有医学生发放了一份 25 项的在线问卷以及一份包含基本人口统计学信息的表格，共有 4000 名医学生，其中 213 名（5.34%）学生参与了调查。
结果
结果显示，医学生对教师支持、师生互动和教师创新的感知水平较高。大多数学生采用深度学习方法使用在线学习技术。教师支持、师生互动和创新与学生深度学习方法呈正相关，而教师支持与学生浅层学习方法呈负相关。
结论
教师角色（教师支持、师生互动和教师创新）与学生使用在线学习技术的方法之间的关系强调了教师支持和创新在促进学生采用技术学习的可取方法方面的重要性。
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