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Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education

机译:医疗大规模开放式在线课程中的教学模式和社会认识论:校园教育融合的课程

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Purpose: Medical Massive Open Online Courses (MOOCs) have been integrated into formal campus teaching by several universities. However, teaching attributes of medical MOOCs have not been systematically investigated. Additionally, guidelines are needed to inform integration practices. This study systematically investigated the available teaching modes and social-epistemological dimensions of medical MOOCs. Methods: An overview of MOOCs on a medical topic was compiled and inclusion criteria were developed. A data collection tool was composed and calibrated. For data collection, out of 410 MOOCs 33 were selected based on these criteria. Investigators enrolled in selected MOOCs and analyzed teaching modes after examination of all course pages. Teaching modes were categorized in social-epistemological dimensions according to the Teaching Approach Framework. Results: Twenty-nine different teaching modes were found, showing wide distributions. Analysis of social-epistemological dimensions showed medical MOOCs focus on constructivist and individual teaching modes as opposed to objectivist and group modes. Conclusions: Medical MOOCs do not have a universal teaching mode profile. They contain a rich variety of teaching modes for integration in campus education of which videos, discussion boards, and multiple choice questions are used regularly. Constructivist teaching modes are readily available in medical MOOCs and can support educational innovation of formal campus teaching when integrated.
机译:目的:医疗大规模开放的在线课程(MOOCs)已被几所大学纳入正式校园教学。然而,没有系统地研究了医疗MOOC的教学属性。此外,需要为整合实践提供指南。本研究系统地调查了医疗MOOCs的可用教学模式和社会认识论。方法:编制了医学主题上的MOOCS概述,并开发了包含标准。组成和校准数据收集工具。对于数据收集,基于这些标准选择了410个MOOC 33。调查人员参加选定的MOOCS并在检查所有课程后分析教学模式。根据教学方法框架,教学模式分类为社会认识论。结果:发现了二十九种不同的教学模式,显示出宽分布。社会荧光尺寸的分析显示医疗MOOCS专注于构建主义和个人教学模式,而不是客观主义者和群体模式。结论:医疗MOOCs没有通用教学模式概况。它们含有丰富的教学模式,可在校园教育中融入其中的视频,讨论板和多种选择问题定期使用。建设主义教学模式随时可用医疗MOOC,并在集成时支持正式校园教学的教育创新。

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