1. Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning
- Author
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Junxue Zhang, Pei Liu, Jiaying Yang, Wenbo Zhu, Shiyuan Wang, Xiao-Hua Cheng, and Li Luo
- Subjects
Male ,Educational measurement ,China ,Health Knowledge, Attitudes, Practice ,Models, Educational ,Students, Medical ,020205 medical informatics ,media_common.quotation_subject ,education ,Statistics as Topic ,lcsh:Medicine ,02 engineering and technology ,E-learning ,Literacy ,Education ,03 medical and health sciences ,Young Adult ,0302 clinical medicine ,Medical statistics ,0202 electrical engineering, electronic engineering, information engineering ,Mathematics education ,Humans ,030212 general & internal medicine ,Curriculum development ,Curriculum ,media_common ,lcsh:LC8-6691 ,Medical education ,Extraversion and introversion ,lcsh:Special aspects of education ,lcsh:R ,General Medicine ,Problem-Based Learning ,Blended learning ,Problem-based learning ,Education, Medical, Graduate ,Residence ,Female ,Educational Measurement ,Psychology ,Teaching reform ,Research Article ,Computer-Assisted Instruction - Abstract
Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P
- Published
- 2017