Assessment of Online Learning Outcomes During Covid-19 Pandemic Among Medical Students at a University in Kunming
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摘要:
目的 探讨新冠肺炎疫情期间线上学习效果,为后疫情时代线上线下混合式教学提供理论依据。 方法 用分层整群抽样方法选取昆明某高校医学院917名学生为调查对象,设计问卷用问卷星进行调查。对学习资源、教师授课情况、学生学习过程及学习成绩进行调研,提出线上教学研究的结论和建议。 结果 研究发现线上学习中手机占比较高,区域网络状态与学习效果具有显著性差异(P < 0.05);教师无论采用哪种授课方式,学习效果均认为一般,教师监督程度与学习效果相关,差异具有统计学意义( P < 0.05);学生自律性、教师授课方式、学科兴趣及教师监督程度成为线上学习效果的4大主要影响因素;比较2019.3-7下学期与2020.3-7下学期各专业学生成绩总平均分,差异无统计学意义( P > 0.05)。 结论 线上教学应考虑影响学习效果的多种因素,需要结合课程特点优化组合教学资源,加强线上教学的监督管理,以进一步提高学习效果。针对疫情前和疫情期间线下和线上学习成绩比对,尚不能认为疫情期间线上学习对成绩有影响,可能与疫情后期集中式学习等有关。 Abstract:Objective To explore outcome of online learning during the period of Covid-19 pandemic, and provide the theoretical basis for blended teaching methods of online and offline. Methods A total number of 917 undergraduates at a University in Kunming, were randomly selected to the survey. The survey was conducted by “Questionnaire Star”, and utilized multistage stratified cluster sampling method. Moreover, the survey was designed to investigate the factors that may influence the outcome of remote learning, including learning resources, teaching methods, and learning process. Results We found that participants preferred to use mobile phones for remote learning than any other electronic devices. Meanwhile, there was a significant difference between network connection status and learning efficiency (P < 0.05). However, learning efficiency was considered as “average” regardless of teaching methods. The degree of teacher’ s supervision was significantly correlated with learning status ( P < 0.05). Therefore, students’ self discipline, teaching methods, subjective interest, and teacher’ s degree of supervision were the four main factors which may influence virtual learning efficiency. Yet, comparing with the average scores of students on spring semester of 2019 and 2020, there was no significant difference ( P > 0.05). Conclusion It is necessary to consider multiple factors that may affect remote learning efficiency, which may imply that instructors would integrate various of online resources and strengthen the supervision of online teaching in order to improve learning outcomes. Since there was no significant difference between pre-and post pandemic period, it may suggest that intensive learning could help online learning efficiency. -
Key words:
- Covid-19 Pandemic /
- Online learning /
- Assessment of learning outcomes
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表 1 学生学习所在区域网络情况与学习效果[n(%)]
Table 1. Outcomes of learning in different areas and network status [n(%)]
区域 n 较好 一般 较差 合计 城镇 348 94(27.01) 215(61.78) 39(11.21) 348(37.95) 农村 569 78(13.71) 388(68.19) 103(18.10) 569(62.05) χ2 88.035 P < 0.001* *P < 0.05。 表 2 监督程度与学生线上学习效果[n(%)]
Table 2. Findings on the level of supervision and students’ online learning status [n(%)]
监督程度 效果好 效果差 合计 高 420(58.17) 302(41.83) 722(78.74) 低 88(45.13) 107(54.87) 195(21.26) χ2 77.563 P < 0.001* *P < 0.05。 表 3 学生学习情况[n(%)]
Table 3. Students’ learning status [n(%)]
线上听课情况 n(%) 紧跟老师思路,课后补充笔记 288(31.41) 认真做笔记 204(22.25) 难以集中精力,学习效果不好 403(43.95) 其他 22(2.4) 表 4 教学平台熟悉度与学习效果[n(%)]
Table 4. Findings on familiarity with the teaching platform and learning effectiveness [n(%)]
平台熟悉度 效果好 效果差 合计 熟悉 304(57.69) 223(42.31) 527(57.47) 不熟悉 158(40.51) 232(59.49) 390(42.53) χ2 311.545 P < 0.001* *P < 0.05。 表 5 疫情前后线上与线下学习成绩比较(
$\bar x \pm s $ )Table 5. Comparison of online and offline academic performance (
$\bar x \pm s $ )学期 成绩总平均分 合计 医学检 验技术 药学 护理学 2019.3-2019.7-下学期 77.79 ± 2.20 78.99 ± 2.23 82.80 ± 0.17 79.86 ± 2.60 2020.3-2020.7-下学期 77.73 ± 4.09 80.63 ± 2.30 80.11 ± 0.24 79.49 ± 1.50 t 0.092 −0.495 2.06 0.294 P 0.941 0.707 0.175 0.797 -
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