Résumé
Objective:To explore the teaching evaluation of online open course of hematology based on small private online course (SPOC) platform by means of quantitative method.Methods:The fourth-year undergraduates of clinical medicine major were selected to receive online course learning of hematology, including video viewing, rich text browsing, in-class quizzes, and seminars. The teaching contents covered the basis of hematological diseases, anemic diseases, hematological tumors, bleeding and coagulation disorders. Teaching evaluation was conducted through teaching behavior assessment, unit test, course examination and SPOC scoring. Linear regression analysis was used to analyze the correlation between the duration of the teaching video and student learning behavior. The correlation between video learning quantity and viewing time and course test scores and SPOC scores was analyzed. Kruskal-Wallis test was used to compare the differences in curriculum learning behavior (participation rate). T-test was used to compare the differences between the two results of two unit tests and to calculate the alternative-form reliability. Chi-square test was used to compare the differences in scores of different sub-specialty questions in hematology, and the differences of participation rate of different examination points of hematological tumors. Results:The teaching video viewing rate was significantly higher than the participation rate of rich text browsing and in-class quizzes ( P < 0.001; P < 0.001). There was no obvious correlation between video duration and video viewing, rich text browsing, in-class quizzes ( R = 0.168, F = 0.81, P = 0.376; R = 0.057, F = 0.07, P=0.802; R=0.124, F=0.37, P=0.546). There was a significant positive correlation between the participation rate of video viewing and rich text browsing and in-class quizzes ( R =0.890, F=76.41, P<0.001; R=0.934, F=163.67, P < 0.001). The participation rate of anemic disease unit test was significantly higher than that of hematological tumors ( χ2 = 49.08, P<0.001), bleeding and coagulation disorders ( χ2= 25.97, P< 0.001), and the second results were significantly improved ( t=-2.09, P=0.040), and the alternative-form reliability was 0.750. There was no significant difference in the participation rate of different sub-specialty courses ( χ2=5.20, P=0.074); the number of video watching was significantly positively correlated with SPOC scores ( R=0.523, F=196.22, P<0.001); the participation rate of molecular genetics and molecular biology tests of blood tumor was significantly lower than that of general clinical information questions ( P < 0.05). Conclusion:Teaching videos are the foundation of online courses. Increasing the number of video viewing and improving video viewing rate can effectively mobilize the enthusiasm of extensive learning, such as rich text browsing and in-class quizzes, and improve learning participation. It is conducive to the improvement of students' academic performance. Simple behavior factors such as video viewing time are not recommended as performance evaluation indicators. Unit test takes two times to get the highest score, which is conducive to improving professional learning level through learning behavior, without affecting the reliability of the performance evaluation. The online open course based on the SPOC platform is conducive to the balanced development of the course teaching of Hematology.
Résumé
In the internet era, massive online open course (MOOC) provides a new research idea and direction for educational reform. The course of biochemistry has the characteristics of many miscellaneous knowledge points, and emphasis on theoretical studies. To overcome students' low interest in learning, the author designed an online and offline hybrid teaching mode based on the BOPPPS teaching method, and carried out the practice in the biochemistry classroom. The situational cases in BOPPPS stimulated the students' interest in learning, and the progressive classroom exercises expanded their horizon. The results show that compared with the students who have experienced blended learning, the depth of knowledge understanding of the experimental group is significantly better than that of the control group, and there is also a significant difference in learning effect (P<0.05). The average score of the experimental group (81. 13) was about 5 points higher than that of the control group (76. 21). The results of the questionnaire survey show that compared with the traditional teaching mode, students are more willing to accept the new teaching mode, and are willing to support the continuation of the teaching mode in the future semesters. Students believe that they can learn more from the new teaching mode than the traditional teaching mode. Moreover, the new teaching mode also promotes teamwork ability, improves students' interest in learning, and students are willing to spend a longer time preparing for the class independently before class. In sum, this method stimulates students' initiative in learning and promotes students to learn better.
Résumé
Blended learning mode combines the advantages of traditional teaching and online learning and has become the important contents of teaching reform. This study systematically introduces the construction route and content of the blended learning course of International Classification of Diseases (ICD) based on campus online open course (COOC), including the front-end analysis in preparatory stage, curriculum design, teaching activities and teaching assessment, and preliminary shows the achievements of curriculum construction in order to improve teaching quality and training more excellent students.
Résumé
The construction of open course for information literacy education in the era of ubiquitous network was described according to the COOC self learning platform that we developed with information retrieval course construc-tion as its standards.