高校中外合作办学的多模态师生互动线上教学模式研究

Research on Online Teaching Mode of Multi-modal Teacher-student Interactionunder Sino-foreign Cooperative Education in Universities

目的探究高校中外合作办学多模态师生互动线上教学新模式,为高校改善在线教育提供借鉴。方法基于Likert 5级量表自编调查问卷,采用便利抽样法,于2021年8-12月调查南昌大学280名医学生在线学习满意度及与线下效果的评价比较、多模态教学方法的运用情况与效果;使用SPSS 22.0建立数据库,采用Spearman相关性分析法进行数据分析。结果学生线上学习满意度评分中位数为12.0分(总分15.0分),四分位间距1.0分,与线上学习互动满意度相关的因素包括年级、居住地、家庭收入、每日平均网课时长、教学设计、学生学习态度等(均P<0.05)。70.04%的学生对线上教学“非常满意”或“比较满意”;72.37%的学生对线下教学“非常满意”或“比较满意”,但线上教学与线下教学互动方式效果评价差异无统计学意义(P>0.05)。结论多模态在线教学新模式取得了较好的师生互动效果,学生满意度较高,具备推广价值,但学习效果受多重因素影响,因此,在教学设计、资源配备等方面还需持续改进。

Objective This study aimed to explore a new model of multi-modal teacher-student interactive online teaching in Sino-foreign cooperative education in universities,and to provide reference for improving online education in universities.Methods A self-designed questionnaire based on a 5-point Likert scale was used,and the convenience sampling method was adopted to investigate 280 medical students at Nanchang University from August to December 2021.The study assessed their satisfaction with online learning,compared it with offline learning,and evaluated the application and effect of multi-modal teaching methods.SPSS 22.0 was used to manage the database and Spearman correlation analysis was used for data analysis.Results The median score of students'online learning satisfaction was 12.0 points(total score:15.0),and the interquartile range was 1.0 points.Factors related to online learning interaction satisfaction included grade,place of residence,family income,daily average online class length,teaching design,and students'learning attitude(all P<0.05).A total of 70.04%of students were"very satisfied"or"relatively satisfied"with online teaching,and 72.37%of the students were"very satisfied"or"relatively satisfied"with offline teaching.However,there was no significant difference in the evaluation of the interactive effectiveness between online teaching and offline teaching(P>0.05).Conclusion The new mode of multi-modal online teaching has achieved good teacher-student interaction effects,high student satisfaction,and popularization value.However,the learning effect is affected by multiple factors,continuous improvements are needed in teaching design and resource allocation.