ABSTRACT
To enhance the learning stickiness, improve low completion rate of online teaching, and promote teaching quality has become the key to solve the contradiction in online teaching. In this paper, taking the teaching of biochemistry as example, based on the trigger mechanism, maintenance mechanism and migration mechanism of sticky learning, guided by the three-dimensional goal of "knowledge and skills, process and method, emotional attitude and values", the BOPPPS (bridge-in, objective, pre-assessment, participatory-learning, post-assessment, summary) teaching model was combined with online teaching. According to the interactive behavior in the course learning space, the Spearman rank correlation analysis was performed by SPSS 18.0 software to comprehensively evaluate the learning stickiness degree. The research has found that, due to its "micro but refined, compact structure and student-centered" characteristics, BOPPPS combining with online teaching can effectively make up for the time and space limitations of offline teaching and the excessively broad online teaching, bring benefits from the perspectives of "inclusion, attraction and production", promote students' active learning, and practically improve learning stickiness. The research provides a new idea for creating online "golden" courses.
ABSTRACT
Objective:To design a clinical replacement theoretic lesson based on BOPPPS on pediatric nephrotic syndrome for undergraduate nursing students and to evaluate the content and the effect of the lesson.Methods:A lesson on pediatric nephrotic syndrome for undergraduate nursing students was developed based on the BOPPPS model and the learning principles of Pediatric Nursing. The reliability of the content was assessed through expert consensus. And a group of undergraduate nursing students was invited to participate in the lesson and provide feedback on the effectiveness of the lesson.Results:An hour-long lesson was developed including a standard and real case with pediatric nephrotic syndrome and presented in a slide containing pictures. Seven experts validated the content of the lesson, ten undergraduate students and 1 professor of pediatric theory in the college commented that the lesson would improve their performance in clinical replacement.Conclusions:A clinical replacement theoretic lesson based on BOPPPS on pediatric nephrotic syndrome for undergraduate nursing students is well organized, well-accepted, and can bridge the school lessons and clinical practice for undergraduate nursing students.