中华医学教育杂志

中华医学教育杂志 ›› 2021, Vol. 41 ›› Issue (11): 999-1003.DOI: 10.3760/cma.j.cn115259-20210514-00636

• 教育技术 • 上一篇    下一篇

新型冠状病毒肺炎疫情期间广州医科大学在线教学平台应用调查

刘嘉欣, 陈戏墨, 柯家海, 程湛   

  1. 广州医科大学信息与现代教育技术中心 511463
  • 出版日期:2021-11-01 发布日期:2021-10-29
  • 通讯作者: 刘嘉欣, Email:liujiaxin@gzhmu.edu.cn, 电话:020-37103022

Investigation on the application of the online teaching platform in Guangzhou Medical University during the COVID-19 pandemic

Liu Jiaxin, Chen Ximo, Ke Jiahai, Chen Zhan   

  1. Information and Educational Technology Institute, Guangzhou Medical University, Guangzhou 511463, China
  • Online:2021-11-01 Published:2021-10-29
  • Contact: Liu Jiaxin, Email: liujiaxin@gzhmu.edu.cn, Tel: 0086-20-37103022

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摘要： 目的 调查新型冠状病毒肺炎疫情防控期间广州医科大学在线教学平台的实施情况。 方法 2020年9月,采用问卷调查方法对使用过广州医科大学e学中心平台的师生进行调查。问卷内容包括调查对象基本情况、使用在线教学平台的情况、对在线教学平台的满意度与持续使用意愿、使用过程中遇到的问题与建议4个部分。结果 教师与学生每周使用在线教学平台5次及以上的分别为35.8%(38/106)和85.8%(1 062/1 238)。81.1%(86/106)的教师与68.3%(845/1 238)的学生都认为可以开展混合教学,但是希望以线下为主。教师与学生对在线教学平台的整体满意度较高,评分别为(3.80±1.17)分与(3.90±0.98)分。助教、讲师、副教授、教授和其他职称教师对在线教学平台的满意度评分分别为(4.29±0.49)分、(4.19±0.81)分、(3.72±1.10)分、(3.11±0.90)分、(3.63±1.83)分,其差异具有统计学意义(P<0.05)。感知有用性、自我效能感、信息质量、系统质量、服务质量对在线教学平台的满意度具有影响作用,标准化回归系数分别为0.072、0.087、-0.060、0.137、0.116,其差异均具有统计学意义(均P<0.05)。感知有用性、使用动机、自我效能感、信息质量、系统质量、服务质量对在线教学平台的持续使用意愿具有影响作用,标准化回归系数分别为0.110、0.206、0.065、-0.067、0.095、0.060,其差异均具有统计学意义(均P<0.05)。结论 疫情防控期间广州医科大学师生每周使用在线教学平台的频率较高,对在线学习平台的总体满意度较高,持续使用意愿较强。基于调查结果,我们提出完善在线教学平台功能、加大技术支持服务与保障;加强医学教学资源供给、构建校本特色医学资源库;提供在线教学培训咨询,促进课程教学创新变革等对策建议。

关键词: 新型冠状病毒疫情, 在线教学平台, 满意度, 影响因素, 对策

Abstract: Objective To investigate the application of online teaching platforms in medical colleges during the COVID-19 pandemic and to identify the influencing factors in view of teachers and students' satisfaction and sustainability of the platform.Methods In September 2020, a questionnaire survey was conducted among the teachers and students who used the platform of E-Center at Guangzhou Medical University. The content of the questionnaire includes four parts: the basic information of the respondents, their use of the online teaching platform, their satisfaction with it and their willingness to continue using it. Also the weakness and suggestions for the improvement were recorded.Results Both faculty and students have a positive view to the on line education and the platform. The frequency of teachers and students using online teaching platform is high. Every week, 35.8% (38/106) and 85.8% (1 062/1 238) of teachers and students used the online teaching platform five or more times respectively. Online teaching platform has become a main tool of teaching and learning. Totally 81.1%(86/106)of the teachers and 68.3%(845/1 238)of the students believe that a hybrid teaching pathway can be carried out, but they still hope to use offline teaching as a major method of education. The overall satisfaction of teachers and students to the online teaching platform is relatively high, with the average score of (3.80±1.17) and (3.90±0.98) respectively. There are differences in teachers' satisfaction with online teaching platform. The satisfaction scores of teaching assistants, lecturers, associate professors, professors and teachers with other professional titles on the online teaching platform are (4.29 ± 0.49), (4.19 ± 0.81), (3.72 ± 1.10), (3.11 ± 0.90) and (3.63 ± 1.83) respectively, and the difference is statistically significant (P<0.05). Perceived usefulness, use motivation, self-efficacy, information quality, system quality and service quality have an impact on the willingness to continue to use the online teaching platform. The standardized regression coefficients are 0.110, 0.206, 0.065, -0.067, 0.095 and 0.060 respectively, and the differences are statistically significant (all P<0.05).Conclusions It is necessary to improve the function of online teaching platform and strengthen the technical support in terms of service and quality assurance and. to Optimize the supply of medical teaching resources meeting the needs of medical education; also to Provide online teaching and training consultation as well as to promote the innovation and reform of curriculum.

Key words: COVID-19 pandemic, Online teaching platform, Satisfaction, Influence factors, Measures

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