基于刺激-机体-反应模型的个性化教学对医学留学生学习满意度的影响

The influence of individualized teaching based on stimulus-organism-responsemodel on the learning satisfaction of international medical students

目的以个性化教学为依托,旨在强化针对医学留学生的在线教学质量,提升医学留学生学习体验。方法提出了师生交互、在线学习容易性、展示学习资源、个性化定制、留学生感到有用、心流体验以及学习满意度之间关系的研究假设,基于刺激-机体-反应模型理论构建了个性化教学对医学留学生学习满意度的影响模型,从个性化教学和留学生视角探讨学习满意度的影响机制,设计量表并通过留学生调研验证其可靠性,对新模型进行检验。结果师生交互、在线学习容易性、展示学习资源、个性化定制让留学生感到有用,其中师生交互对留学生感到有用影响最大(β=0.274,P<0.01),然后依次展示学习资源(β=0.258,P<0.01)、在线学习容易性(β=0.235,P<0.01)和个性化定制(β=0.198,P<0.01);师生交互、在线学习容易性、展示学习资源、个性化定制能够产生更好的心流体验,其中在线学习容易性对心流体验影响最大(β=0.298,P<0.01),然后依次为个性化定制(β=0.247,P<0.01)、师生交互(β=0.212,P<0.01)和展示学习资源(β=0.192,P≤0.01)。同时,留学生感到有用也会产生更好的心流体验(β=0.225,P<0.01)。留学生感到有用和心流体验都会使其产生更强的学习满意度(β=0.594,P<0.01)(β=0.626,P<0.01)。结论个性化教学可使留学生感到有用,其心流体验感更好,使留学生具有学习满意度;留学生感到有用和其心流体验感好能够提高学习满意度。

Objective To strengthen the quality of online teaching for international medical students and improve their learning experience based on personalized teaching.Methods The research hypothesis of the relationship between teacher-student interaction,online learning convenience,display of learning resources,personalized customization,students'feeling of usefulness,flow experience and learning satisfaction was proposed.Based on the theory of stimulus-organism-response model,the influence model of personalized teaching on learning satisfaction of medical students was constructed.From the perspective of individualized teaching and international students,the influence mechanism of learning satisfaction was explored,the scale was designed and its reliability was verified by research the international students,and the new model was tested.Results Teacher-student interaction,online learningconvenience,display of learning resources,and personalized customization make international students feel useful,among which teacher-student interaction has the greatest impact on the usefulness of international students(β=0.274,P<0.01),followed by the presentation of learning resources(β=0.258,P<0.01),convenience of online learning(β=0.235,P<0.01)and personalized customization(β=0.198,P<0.01).Teacher-student interaction,convenience of online learning,display of learning resources,and personalized customization can generate a better flow experience,with online learning ease having the greatest impact on flow experience(β=0.298,P<0.01),followed by personalized customization(β=0.247,P<0.01),teacher-student interaction(β=0.212,P<0.01)and display learning resources(β=0.192,P<0.01).At the same time,international students who feel useful will also have a better flow experience(β=0.225,P<0.01).Sense of usefulness of international students and flow of mind experiences can lead to stronger learning satisfaction(β=0.594,P<0.01;β=0.626,P<0.01).Conclusions Individualized teaching may make foreign students feel useful,have better flow experience,and feel satisfactory on learning.Students'sense of usefulness and flow experience can improve their learning satisfaction.