乌克兰一所医科大学远程教育的有效性研究

H. Morokhovets, Y. Lysanets, O. Bieliaieva, S. Stetsenko, O. Shlykova
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引用次数: 2

摘要

本文分析了乌克兰引入远程学习的经验,探讨了与课堂教育形式相比,在线学习的效率,并确定了动机在远程学习过程中的作用以及影响在线学习有效性的因素。本研究的目的是确定、理论证实和实验测试医科大学远程学习的有效性。作者分析了对波尔塔瓦州立医科大学315名医学和牙科学生的调查结果,这些学生处于高等教育的二级(硕士)和三级(博士)。我们的研究表明,在线学习不仅会影响学生继续学习的动机水平,还会影响他们对未来职业的态度。因此,在接受在线培训时,学生的学习动机和对职业吸引力的感知被用来衡量在线教育模式的有效性。远程学习旨在利用现代信息和通信技术使远程获取知识的过程个性化。与此同时,有必要监测学习结果,并检查其对世界上日益流行的在线学习的依赖性。我们在Donald Kirkpatrick模型的基础上编制了一份问卷,并应用研究该职业吸引力因素的方法。85.49%的受访者表示他们对远程学习组织的总体印象是积极的(271名受访者)。74.13%的受访者对该校的远程学习组织感到满意。对于“你对如何应用通过远程学习获得的知识了解得有多清楚?”这一问题,根据1-5分制(1分——完全不清楚,5分——非常清楚),受访者的投票率如下——分别为1.58%、7.26%、29.97%、43.53%和17.66%。关于这一问题的调查结果与调查中进行的测试控制结果相关(r=0.31)。实验测试显示,学生对远程学习组织的总体印象与他们在远程学习中获得的知识水平之间存在差异。学生在远程学习中确定工作复杂性的水平与受访者的测试控制结果无关(r=-0.04745,р=0.4028),和受访者的年龄(r=0.1379,р=0.0242)。使用软件和网络资源的技术技能水平取决于受访者的年龄,(r=0.2432,р<0.0001),与学生在远程学习中决定工作复杂性的水平无关(r=0.0818,р=0.1826),和学习该学科的总体印象水平(r=-0.0972,р=0.1130)。以前的远程学习经验的存在与该学科的表现无关(r=0.003982,р=0.9441),这表明以前的远程教育经验总体上不会影响这种训练模式的有效性。调查结果表明,远程学习的有效性不受性别和教育水平的影响。相反,有理由相信沟通和技术技能会对这一过程的效率产生重大影响。外国在使用特殊软件(学习管理系统、数据库、软件外壳)方面的理论和方法方面的经验需要进一步研究,以优化远程学习过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A STUDY OF THE EFFECTIVENESS OF DISTANCE LEARNING AT A MEDICAL UNIVERSITY IN UKRAINE
This paper analyzes the experience of introduction of distance learning in Ukraine, explores the efficiency of online learning in comparison with the classroom form of education, and identifies the role of motivation in the process of distance learning and the factors influencing the effectiveness of online learning. The aim of this research is to determine, theoretically substantiate and experimentally test the effectiveness of distance learning at a medical university. The authors analyzed the results of a survey of 315 medical and dental students of Poltava State Medical University at the second (Master's) and third (PhD) levels of higher education. Our research relies on the assertion that online learning influences not only the level of students’ motivation to continue their studies, but also the attitude toward their future profession. Therefore, upon receiving online training, students’ learning motives and perception of the attractiveness of the profession were used to measure the effectiveness of online mode of education. Distance learning aims to individualize the process of acquiring knowledge remotely using modern information and communication technologies. At the same time, it is necessary to monitor the learning outcomes and examine their dependence on the growing popularity of online learning in the world. We developed a questionnaire based on Donald Kirkpatrick’s model and applied the method of studying the attractiveness factors of the profession. 85.49% of respondents demonstrated their general impression of the organization of distance learning as positive (271 respondents). 74.13% of respondents were satisfied with the organization of distance learning at the university. To the question “How clearly do you understand how to apply the knowledge acquired through distance learning?” according to the scale from 1 to 5 (1 – not clear at all, 5 – very clear) respondents distributed their votes as follows – 1.58%, 7.26%, 29.97%, 43.53% and 17.66% respectively. The results of the survey on this issue correlate with the results of the test control conducted within the survey (r = 0.31). Experimental testing showed differences between the general impression of the organization of distance learning among students and the level of knowledge they acquired during distance learning. The level at which students determined the complexity of work during distance learning did not correlate with the results of test control of respondents (r=-0.04745, р=0.4028), and the age of respondents (r=0.1379, р=0.0242). The level of technical skills in working with software and web resources depended on the age of respondents (r=0.2432, р<0.0001) and did not correlate with the level at which students determined the complexity of work during distance learning (r=0.0818, р=0.1826), and the level general impression of studying the discipline (r=-0.0972, р=0.1130). The presence of previous experience of distance learning did not correlate with the performance in the discipline (r=0.003982, р=0.9441), which indicates that previous experience of distance learning does not affect the effectiveness of this mode of training in general. The results of the survey allow us to state that the effectiveness of distance learning is not affected by sex and level of education. Instead, there is reason to believe that communication and technical skills can have a significant impact on the efficiency of this process. The theoretical and methodological aspects of foreign experience in the use of special software (learning management systems, databases, software shells) require further research to optimize the process of distance learning.
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