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山东大学学报 (医学版) ›› 2021, Vol. 59 ›› Issue (1): 115-121.doi: 10.6040/j.issn.1671-7554.0.2020.1078

• 公共卫生与管理学 • 上一篇    下一篇

疫情期间山东某高校预防医学本科生在线学习投入与学习收获的影响因素

李佳佳1,2,方峰1,李梦斐3,刘亚卓1,李士雪1,2   

  1. 1. 山东大学齐鲁医学院公共卫生学院卫生管理与政策研究中心, 山东 济南 250012;2. 国家卫生健康委员会卫生经济与政策研究重点实验室(山东大学), 山东 济南 250012;3. 复旦大学附属妇产科医院, 上海 200090
  • 发布日期:2021-01-09
  • 通讯作者: 李士雪. E-mail:shixueli@sdu.edu.cn
  • 基金资助:
    山东大学教育教学改革研究项目(2020Y265);山东大学齐鲁医学院本科教学改革与研究项目(qlyxjy-201720)

A Study on the influencing factors of online student engagement and learning outcome in preventive medicine undergraduates during COVID-2019 epidemic

LI Jiajia1,2, FANG Feng1, LI Mengfei3, LIU Yazhuo1, LI Shixue1,2   

  1. 1. Centre for Health Management and Policy Reasearch, School of Public Health, Cheeloo College of Medicine, Shandong University, Jinan 200512, Shandong, China;
    2. NHC Key Laboratory of Health Economics and Policy Research, Jinan 250012, Shandong, China;
    3. OB/GYN Hospital, Fudan University, Shanghai 200090, Shanghai, China
  • Published:2021-01-09

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摘要： 目的 以预防医学专业的本科教育为例,检验和评价“停课不停学”期间学生在线学习的投入度与学习收获,分析其主要影响因素。 方法 使用学习投入量表和学习收获量表,采用整群抽样,抽取山东某高校预防医学所有本科生对其所有在线课程中的学习投入和学习收获展开电子问卷调查,共获得3 092份有效问卷。采用t检验、one-way ANOVA单因素分析和OLS回归对在线学习投入度和学习收获的影响因素进行统计分析。 结果 预防医学本科生在线学习的学习投入度得分为42.31分,学习收获的平均得分为16.38。年级、最近一次班级排名、课程属性、教师是否布置预习任务、是否分享教学大纲、是否分享预习资料、2学时内提问/测验的次数、是否考核平时成绩是学习投入的影响因素。性别、年级、最近一次班级排名、课程属性、教师是否布置作业是学习收获的影响因素。 结论 预防医学本科生在线学习的投入度整体不高,自主学习能力较为欠缺。需要通过良好的平台和制度保障,促进智能时代教学的深入改革,进一步改善教学质量,提高学生的学习投入和学习收获。

关键词: 在线学习, 学习投入, 学习收获, 教学投入, 预防医学专业

Abstract: Objective Taking the undergraduate education and preventive medicine for example, this paper examines and evaluates the student engagement and learning outcome in online learning during the period of “suspending classes without stopping learning”, and to explore the influencing factors. Methods All undergraduates of preventive medicine in a university in Shandong Province were surveyed with electronic questionnaire of Student Engagement Scale and Learning Outcome Scale. A total of 3 092 questionairs were enroued. The influencing factors were analyzed with t-test, one-way ANOVA and OLS regression. Results The student engagement score was 42.31, and the learning outcome score was 16.38. Grade, ranking, course type, assignments of preview tasks, share of syllabus, share of preview materials, number of questions/quizzes, and assessment of general performance were the influencing factors of student engagement, while gender, grade, ranking, course type and assignments were the influencing factors of learning outcome. Conclusion On the whole, undergraduates of preventive medicine have medium or low level of online learning engagement, and their self-learning ability is relatively poor. Due attention should be paid to promote the in-depth reform of online teaching through good platform and institutional guarantee so as to increase the level of student engagement and learning outcome.

Key words: Online learning, Student engagement, Learning outcome, Teaching engagement, Preventive medicine

中图分类号: 

  • R195.1
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