| Objectives1.Investigate students’ learning styles and provide a research foundation for constructing a TPACK-SPOC teaching model that meets students’ different learning styles.2.Construct a differentiated teaching model based on TPACK-SPOC that conforms to the characteristics of the "Basic Nursing " course.3.Explore the effect of the constructed differentiated teaching model based on TPACK-SPOC on students’ academic self-efficacy,learning input and academic performance.Methods1.This study used the Felder learning style questionnaire to conduct a study style survey of 368 students from 9 high-enrollment classes in the Nursing College of a medical college in Quanzhou from December 2-9,2019.The distribution of students’ learning styles is represented by frequency(n)and composition ratio(%).2.Through literature analysis,with TPACK-SPOC as the theoretical framework,different teaching strategies are formulated according to students’ learning style,prior knowledge and experience,etc.,to initially construct a differentiated teaching model based on TPACK-SPOC for "Basic Nursing ".Invite 6 teaching experts to demonstrate the teaching plan and revise the plan based on expert opinions.3.Randomly grouped into groups by class as a unit,and randomly grouped classes1-4 of 2019 high vocational nursing in the Nursing College of a medical college in Quanzhou,of which classes 3 and 4 were the experimental group(n=79),and class 1 was nursing Class 2 and Class 2 were the control group(n=88).The experimental group applied the differentiated teaching method based on TPACK-SPOC,and the control class applied the general SPOC teaching method."Basic Nursing" is opened in the second,third,and fourth semesters,and the course names are "Basic Nursing 1","Basic Nursing2" and "Basic Nursing 3".Since January to June 2020 is the new crown epidemic management and control period,all classes of "Basic Nursing 1" are taught online,and "Basic Nursing 2" and "Basic Nursing 3" only provide different interventions.Before the start of "Basic Nursing",a self-made questionnaire was used to collect students’ general information,and the academic self-efficacy measurement table and the learning input measurement table were used before the start of the class,after the end of the "Basic Nursing 2" course,and the end of the "Basic Nursing 3" course After collecting students’ academic self-efficacy and learning input,the pre-class quiz results and final assessment results of "Basic Nursing 2" and "Basic Nursing 3" were statistically analyzed.The overall analysis of academic self-efficacy and learning input of the two groups of study subjects adopts repeated measures analysis of variance.The pairwise comparison of outcome indicators at each time point between the two groups adopts independent sample t test,and the pairwise comparison of time points within the group adopts paired comparison.t test.The pre-class quiz scores and final assessment scores of the two groups of research subjects used independent sample t-tests.Results1.Survey results of learning style: More than half of the information understanding dimensions of the learning style are balanced,while half of the students in the information processing,information perception and information input dimensions have a strong style bias.2.Based on the literature analysis,the discussion of the research group and the demonstration of the teaching plan by 6 teaching experts,a differentiated teaching model based on TPACK-SPOC of Basic Nursing was constructed.3.Randomized controlled trials:(1)Course performance comparison: Comparing the pre-class quiz results of "Basic Nursing Science 2" and "Basic Nursing Science 3",the test group’s pre-class quiz scores are better than those of the control group,and the difference is statistically significant(P<0.05).Comparing the final assessment results of "Basic Nursing Science 2" and "Basic Nursing Science 3",the experimental group "Basic Nursing Science 2" final assessment scores were better than those of the control group,and the difference was statistically significant(P<0.05).There was no statistically significant difference in the final assessment results of "Basic Nursing Science 3" between the experimental group and the control group(P>0.05).(2)Comparison of students’ academic self-efficacy:(1)Overall analysis: the academic self-efficacy of the two groups of students,the difference between the groups is statistically significant(P<0.001),and the difference in time point is statistically significant(P<0.001).The interaction between group and time was not significant(P=0.237).(2)Analysis of differences between groups: After the "Basic Nursing 2" course,the academic self-efficacy of the two groups of students(P=0.031),the difference was statistically significant;after the "Basic Nursing 3" course,the two groups of students Academic self-efficacy(P=0.013),the difference was statistically significant.(3)Analysis of differences within the group: the academic self-efficacy of the experimental group after the end of the "Basic Nursing 2" course was significantly different from that before the intervention(P<0.017);after the end of the "Basic Nursing 3" course of the experimental group There was a statistically significant difference in academic self-efficacy compared with that before the intervention(P<0.017);there was no statistical difference in the academic self-efficacy of the experimental group after the completion of the courses of "Basic Nursing 2" and "Basic Nursing 3" Learning significance(P>0.017).The academic self-efficacy of the control group after the course of "Basic Nursing 2" was significantly different from that before the intervention(P<0.017);the control group’s academic self-efficacy after the course of "Basic Nursing3" was similar to Compared with the pre-intervention,the difference was not statistically significant(P>0.017);the comparison of the academic self-efficacy of the control group "Basic Nursing 2" and "Basic Nursing 3" after the end of the course,the difference was not statistically significant(P>0.017).(3)Comparison of student learning input:(1)Overall analysis: The difference in student learning input between groups is statistically significant(P=0.017),the difference in time point is statistically significant(P<0.001),the interaction between groups and time Significant(P=0.019).(2)Analysis of differences between groups: After the "Basic Nursing 2" course,the two groups of students’ learning input(P=0.016)were compared,and the difference was statistically significant;after the "Basic Nursing 3" course,the two groups of students’ learning input(P=0.004)Comparison,the difference is statistically significant.(3)Analysis of differences within the group: the experimental group’s learning input after the end of the "Basic Nursing Science 2" course was significantly different from that before the intervention(P<0.017);the experimental group’s learning after the end of the "Basic Nursing Science 3" course Compared with the pre-intervention,the difference was statistically significant(P<0.017);there was no statistically significant difference between the experimental group’s "Basic Nursing 2" and "Basic Nursing 3" courses in the study input(P>0.017).The control group had a statistically significant difference in their learning input after the end of the course "Basic Nursing Science 2" and before the intervention(P<0.017);the control group had no difference in their learning input after the end of the course "Basic Nursing Science 3" compared with before the intervention Statistical significance(P>0.017);there was no statistically significant difference between the control group’s "Basic Nursing 2" and "Basic Nursing3" courses in the study input(P>0.017).Conclusions1.This study constructed a differentiated teaching mode of "Basic Nursing Science" based on TPACK-SPOC,and verified the feasibility and effectiveness of this teaching mode.2.Based on the theoretical framework of TPACK-SPOC,teachers re-integrate and optimize informatization methods,teaching content and teaching methods according to the differences of students.Students learn according to their own learning styles to meet their learning needs,thereby improving learning effects and academic performance A sense of self and commitment to learning.This provides new ideas for the reform of higher vocational nursing teaching,which is worthy of promotion and application. |
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