Regmi Aksara, Mao Xuanxia, Qi Qi, Tang Wenjing, Yang Kefeng
Department of Clinical Nutrition, Xinhua Hospital affiliated to Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China.
Department of Clinical Nutrition, College of Health Science and Technology, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China.
BMC Med Educ. 2024 Dec 3;24(1):1411. doi: 10.1186/s12909-024-06339-5.
The blended teaching mode, which combines online and offline learning, has gained significant traction in higher education. This study aims to explore the impact of blended learning on students' academic performance, engagement, and self-efficacy in a medical nutrition course.
A mixed-method research design was employed, involving 110 undergraduate students enrolled in a blended learning medical nutrition course and a control group of 93 students from a traditional learning environment. Data collection included academic performance assessments, semi-structured interviews, and an anonymous questionnaire. Quantitative data were analyzed using t-tests and chi-square tests, while qualitative data were subjected to thematic analysis.
Students in the blended learning group demonstrated significantly higher self-efficacy, particularly in organizing their study plans, participating in interactive learning activities, and applying course knowledge. Academic performance was notably better in collaborative assessments, such as group discussions and exploratory projects, in the blended learning group compared to the control group. Qualitative analysis revealed that students appreciated the flexibility and engagement offered by the blended learning model, although they also faced challenges related to self-discipline and the learning environment.
The blended learning approach enhances student engagement, self-efficacy, and collaborative skills, particularly in group-based assessments. While students benefit from the flexibility and richness of learning resources, challenges related to self-discipline and learning environments need to be addressed to optimize the effectiveness of blended learning.
将线上学习与线下学习相结合的混合式教学模式在高等教育中已获得显著关注。本研究旨在探讨混合式学习对医学营养课程学生学业成绩、参与度和自我效能感的影响。
采用混合方法研究设计，涉及110名参加混合式学习医学营养课程的本科生以及来自传统学习环境的93名学生组成的对照组。数据收集包括学业成绩评估、半结构化访谈和一份匿名问卷。定量数据采用t检验和卡方检验进行分析，而定性数据则进行主题分析。
混合式学习组的学生表现出显著更高的自我效能感，尤其是在组织学习计划、参与互动学习活动以及应用课程知识方面。与对照组相比，混合式学习组在小组讨论和探索性项目等协作评估中的学业成绩明显更好。定性分析表明，学生们赞赏混合式学习模式提供的灵活性和参与度，尽管他们也面临与自律和学习环境相关的挑战。
混合式学习方法提高了学生的参与度、自我效能感和协作技能，尤其是在基于小组的评估中。虽然学生受益于学习资源的灵活性和丰富性，但需要解决与自律和学习环境相关的挑战，以优化混合式学习的效果。
