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| Influence of situation cognitive change based on hybrid synchronous teaching on the learning effect |
| LIU Wen-yao1 BAO Hong-guang2 JIN Xiao-qiu3 WANG Xiao-juan1 LI Jing-long2▲ |
1. Department of Obstetrics and Gynecology, the Second Affiliated Hospital of Qiqihar Medical University, Heilongjiang Province, Qiqihar 161000, China;
2. Department of Thoracic Surgery, the Second Affiliated Hospital of Qiqihar Medical University, Heilongjiang Province, Qiqihar 161000, China;
3. Department of Educational Administration, the Second Affiliated Hospital of Qiqihar Medical University, Heilongjiang Province, Qiqihar 161000, China |
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Abstract Objective To analyze the influence of situation cognitive change based on hybrid synchronous teaching on the learning effect. Methods A total of 175 undergraduate students majoring in clinical medicine in Qiqihar Medical University at the first semester of their senior year from February to July 2020 were selected as the observation group,and 178 undergraduate students majoring in clinical medicine in Qiqihar Medical University at the first semester of their senior year from February to July 2019 were selected as the control group. The observation group was given hybrid synchronous teaching, while the control group was given traditional teaching. The students′ final scores in the main subjects and learning were compared between the two groups, and after the final exam, a self-made questionnaire was used to investigate the students′ satisfaction with the teaching situation. Results There were no statistically significant differences in the final scores and average score of the main subjects between the two groups (P＞0.05). The learning initiative and time management ability of the observation group were higher than those of the control group, and the classroom learning efficiency and interpersonal communication ability were lower than those of the control group, the differences were statistically significant (P＜0.05). There were no statistically significant differences in learning interest,technical operation ability, autonomous learning ability, language expression ability, communication ability, critical thinking ability,discovery and problem-solving ability between the two groups(P＞0.05).There were no statistically significant differences in students on satisfaction with teaching support, teaching competency, teaching efficiency, teaching process, teaching environment and overall satisfaction between the two groups (P＞0.05). Conclusion Based on the situation of hybrid synchronous teaching, situation cognitive change has no obvious effect on students′ performance and satisfaction with teaching situation, but it can improve students′ learning initiative and time management ability.
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Received: 12 October 2020
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