دورية أكاديمية
Chinese Anatomy Educators' Perceptions of Blended Learning in Anatomy Education: A National Survey in the Post-COVID-19 Era
| العنوان: | Chinese Anatomy Educators' Perceptions of Blended Learning in Anatomy Education: A National Survey in the Post-COVID-19 Era |
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| اللغة: | English |
| المؤلفون: | Xin Cheng, Yiru Xu, Hao Tang, Unman Chan, Yun-Qing Li, Xuesong Yang (ORCID |
| المصدر: | Anatomical Sciences Education. 2024 17(1):77-87. |
| الإتاحة: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Blended Learning, Online Courses, In Person Learning, COVID-19, Pandemics, Teaching Methods, Medical Schools, College Faculty, Anatomy, Teacher Education Programs, Preferences, Gender Differences, Teaching Experience |
| مصطلحات جغرافية: | China |
| DOI: | 10.1002/ase.2328 |
| تدمد: | 1935-9772 1935-9780 |
| مستخلص: | Blended learning, which combines face-to-face lectures with online learning, has emerged as a suitable teaching approach during the COVID-19 pandemic. This study used a national survey of anatomy educators in Mainland China to evaluate the changes in the implementation of blended learning in anatomical pedagogy. A total of 297 responses were collected from medical schools across all provinces. Respondents included 167 males and 130 females, with an average age of 44.94 (±8.28) and average of 17.72 (±9.62) years of professional experience. The survey showed adoption of online teaching and assessment by Chinese anatomy educators increased by 32.7% and 46.8%, respectively, compared to pre-pandemic levels. Perceptions of blended learning outcomes varied, with 32.3% and 37% educators considering it superior and inferior to traditional teaching, respectively. Faculty training programs related to blended learning increased significantly, fostering a collaborative learning environment; however, challenges remained in achieving satisfactory online assessment outcomes. Anatomy educators' attitudes reflected a strong preference for classroom learning (4.941 ± 0.856) and recognition of the importance of relevant technology (4.483 ± 0.954), whereas online learning received lower acceptance (4.078 ± 0.734). Female anatomy teachers demonstrated effective time management in online teaching. Meanwhile, educators with over 15 years of experience encountered difficulties with relevant technology, consistent with negative attitudes toward blended learning. Overall, this survey highlights the persistent challenges in implementing blended learning in anatomy education and provides insights for enhancing the pedagogical model in the post-COVID-19 era. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1405675 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1935-9772 1935-9780 |
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| DOI: | 10.1002/ase.2328 |