混合式学习对乌季达高等护理职业与卫生技术学院学生学习成绩的影响

Samia Essadki, Maryam Fourtassi
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引用次数: 0

摘要

在 COVID-19 大流行期间,各国政府采取了限制性安全措施,教育与所有其他社会部门一 样,受到了严重破坏。所有教育系统都被敦促采用远程学习来保证培训的持续进行。本研究旨在确定摩洛哥乌季达高等护理职业和保健技术学院(HINPHT)在培训中采用的学习模式对学生学习成绩的影响。该研究对在该学院注册的两组学生的学业成绩进行了比较,并使用调查表进行了收集。第一组包括 2019 年 9 月入学的学生,他们是在 COVID-19 封闭期内被录取的。这些学生最初在第一学期接受面对面培训,但后来在封锁期间过渡到在线培训(n = 185)。第二个对比组包括全程接受面授培训的学生(n = 413)。本研究结果显示,在所有学期中,从混合培训模式中受益的学生平均人数都有显著增加。然而,与面授模式相比,混合培训模式的不及格率和辍学率有所上升。与对照组相比,混合培训模式下在六个学期内毕业的学生人数明显减少。可以开展进一步的研究,探讨技术教学设备可能对培训期间学员的学习动机和控制感产生的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of Hybrid Learning on Students’ Academic Performance at the Higher Institute of Nursing Professions and Health Techniques of Oujda
Following the restrictive security measures imposed by governments during the COVID-19 pandemic, education, like all other social sectors, has been radically disrupted. All educational systems have been urged to adopt distance learning to guarantee the continuation of training. The present study aims to determine the effect of the mode of learning used in training on students’ academic performance at the Higher Institutes of Nursing Professions and Health Techniques (HINPHT) of Oujda in Morocco. Academic results and collected using an exploitation form are compared between two groups of students registered at the institution. The first group includes students who enrolled in September 2019 and were admitted during the COVID-19 containment period. These students initially received face-to-face training in the first semester but were later transitioned to online training during the lockdown period (n = 185). The second comparison group comprises students who received face-to-face training throughout (n = 413). The results of the present study reveal a significant increase in the average number of students who benefited from the hybrid training mode in all semesters. However, failure and dropout rates have increased in the hybrid mode compared to the face-to-face mode. This decrease in the number of students graduating within six semesters is notable in the hybrid mode compared to the control group. Further research can be conducted to examine the effect technological teaching devices may have on learner motivation and sense of control during training.
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