The practice and exploration of the blended learning in functional experiment teaching

doi:10.3760/cma.j.issn.1673-677X.2018.05.020

Abstract

Abstract: To construct small private online course (SPOC) experimental network teaching platform which was suitable to our school students, and teaching of SPOC was used in functional experiment course of undergraduate five-year clinical medicine major of grade 2015. The effect of the teaching was evaluated by questionnaire, follow up, comparing experimental results in different groups and statistical analysis of the final experimental results. The results of this study showed that 97.0%(32/33) of the students in the SPOC blended learning group were more interested in learning. Better operation quality and success rate were obtained in 90.9%(30/33) of students. Nearly 80% of the students thought that the SPOC blended learning was helpful to preview the experiment, and the learning efficiency and the ability of communication and cooperationit were improved. More than 80% of the students believe that SPOC was helpful for mastering key contents and improving self-learning ability. The way of learning was well received by 84.8%(28/33) of students, who wanted to participate in similar courses. The experimental and theoretical scores of SPOC mixed learning group were higher than those of traditional teaching group, and the difference of results were statistically significant (all P<0.05). Therefore, SPOC blended learning could give full play to subjective initiative and creativity of students. The ability to analyze and solve problems of students would be improved and scientific research spirit of students would be cultivated by using the SPOC blended learning, thus classroom efficiency and teaching quality would be improved.

Key words: Blended learning, Small private online course, Functional experiment, Teaching reform

Tian Yuan, Jia Ziyi, Di Yang, Yu Li, Lin Yuhan, Jiang Yan, Mu Hua. The practice and exploration of the blended learning in functional experiment teaching[J]. Chinese Journal of Medical Education, 2018, 38(5): 726-729.

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