Lewis Brianne E, Attardi Stefanie M, Sawarynski Kara E
Department of Foundational Sciences, Central Michigan University College of Medicine, Mount Pleasant, MI USA.
Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI USA.
Med Sci Educ. 2025 Feb 6;35(2):905-917. doi: 10.1007/s40670-024-02248-w. eCollection 2025 Apr.
Learners are faced with psychological and temporal classroom barriers that may preclude participation and learning. We present an asynchronous instructional design modality aiming to address learning barriers, retain active learning, and foster quality teacher-learner interactions. We designed and evaluated individualized online lessons constructed with flexible navigation, short instructional videos, integrated formative assessment, and reflection questions with bidirectional teacher-learner communication. Narrative student comments ( = 3075, from 33 basic science sessions over three cohorts of 125 students) were extracted from faculty evaluations, and descriptive coding identified strengths and constructive criticisms. Data are presented as mean ± SD. A majority of comments were positive (76.6% ± 2.12%) with 43.5% ± 8.7% of these focused on the ACQUIRED modality. Within these responses, students most benefited from formative practice questions (18.6% ± 2.3%), the modular format (17.3% ± 2.7%), engagement with material (11.1% ± 0.9%), ease of asking questions (9.2% ± 2.4%), overall organization (8.0 ± 2.8%), and fast responsiveness from the teacher (7% ± 2.0). Fewer comments were constructive (15.0 ± 2.1%), with 51.5% ± 30.9% of these focused on the ACQUIRED modality. More formative questions (30.5% ± 21.8%) were described for improvement. Our data informed the design of the ACQUIRED model for asynchronous instruction, emphasizing cessible ality nteractions and sponsive esign. The model addresses learning and participation barriers and fosters meaningful, bidirectional teacher-learner interactions.
The online version contains supplementary material available at 10.1007/s40670-024-02248-w.
学习者面临着可能妨碍参与和学习的心理及时间方面的课堂障碍。我们提出了一种异步教学设计模式，旨在解决学习障碍、保持主动学习并促进优质的师生互动。我们设计并评估了个性化的在线课程，这些课程具有灵活的导航、简短的教学视频、综合的形成性评估以及带有师生双向交流的反思问题。从教师评估中提取了叙事性的学生评论（来自三个队列共125名学生的33节基础科学课程，共3075条评论），并通过描述性编码确定了优点和建设性批评。数据以均值±标准差表示。大多数评论是积极的（76.6%±2.12%），其中43.5%±8.7%关注ACQUIRED模式。在这些回复中，学生从形成性练习题（18.6%±2.3%）、模块化形式（17.3%±2.7%）、与材料的互动（11.1%±0.9%）、提问的便利性（9.2%±2.4%）、整体组织（8.0±2.8%）以及教师的快速响应（7%±2.0）中受益最多。建设性评论较少（15.0±2.1%），其中51.5%±30.9%关注ACQUIRED模式。更多关于形成性问题（30.5%±21.8%）需要改进的描述。我们的数据为异步教学的ACQUIRED模型的设计提供了参考，强调可及性、互动性和响应性设计。该模型解决了学习和参与障碍，并促进了有意义的师生双向互动。
在线版本包含可在10.1007/s40670-024-02248-w获取的补充材料。
