Department of Biomedical and Preclinical Sciences, Faculty of Medicine, University of Liège, Liège, Belgium.
CARE Digital Tools for Education, University of Liège, Liège, Belgium.
Morphologie. 2023 Dec;107(359):100604. doi: 10.1016/j.morpho.2023.05.003. Epub 2023 Jun 2.
Teaching histology, through virtual microscopy in educational strategies, undeniably moved towards the digitization and distancing of teaching. The setting up of the Massive Open Online Course (MOOC) entitled "Introduction to Histology: exploring the tissues of the human body" made it possible to exploit the potential to share digital resources with a wider audience while being integrated into the teaching on-campus students. This article described the pedagogical choices prevailing during the design of the MOOC and its combination with face-to-face sessions to achieve specific learning outcomes. The pedagogical alignment of learning outcomes described according to their cognitive levels, with online and face-to-face learning activities and evaluation methods has been demonstrated. The impact of such a blended design into an academic program has been ascertained using perception and performance data. Student satisfaction and engagement as well as motivational cues were identified. The level of performance was maintained in the educational strategy implemented and made it possible to achieve the objectives expected by the teachers. The benefits of integrating a MOOC with classroom-based teaching were highlighted, as well as barriers that could hinder the successful implementation.
通过虚拟显微镜在教育策略中教授组织学，不可否认地推动了教学的数字化和远程化。开设大规模开放在线课程（MOOC）“组织学导论：探索人体组织”，使得可以利用与更广泛受众共享数字资源的潜力，同时融入校园学生的教学中。本文描述了在 MOOC 设计中占主导地位的教学选择及其与面对面课程的结合，以实现特定的学习成果。根据认知水平对学习成果进行了教学调整，展示了在线和面对面学习活动以及评估方法。使用感知和绩效数据确定了这种混合设计对学术计划的影响。确定了学生满意度和参与度以及激励因素。所实施的教育策略中的表现水平得以维持，并实现了教师预期的目标。强调了将 MOOC 与课堂教学相结合的好处，以及可能阻碍成功实施的障碍。
