The Construction Of Medical Statistics Micro-course Teaching System And Learning Analysis

1. PurposeIn this study, through the establishment of micro-course system on the course of“medical statistics” which possesses the function of learning analysis, we fragment andvisualize the complex teaching contents. With the help of learning analysis, teachers cancomprehensively grasp every student’s specific learning condition and students cantimelyrealize their own learning process as well as the knowledge mastering position in the classthrough comparison with other students so as to make out their own learning plan fittingfor them and to carry out personalized study pattern. The application of the system can notonly help students with their independent study, be it before class, in class and after class,but improve their overall ability of learning. Learning problems can also be fed back toteachers so that they can focus on them and go on teaching more targeted, which reallyplays a guiding role. The construction of learning system will change the traditionalteaching mode, that is, from passive learning style to the personalized education. It’s anactively exploration and innovation during the course of the teaching reform of highereducation. At the same time, the research result can also be the reference for teachingreform in other curricula.2. MethodsOn the basis of national excellent course“medical statistics” and “the twelfth5-yearplan”National Medical College planning teaching material, we regard the teaching practiceas the principal part, surrounded by every link of pre-class, in-class, post-class teachingactivities to set up a convenient informationizational “medical statistics”micro-coursesystem, which can foster students’ independent learning ability and strengthen theinteractionbetween teachers and students. Throughout the teaching practice, with datamining methods, we collect and analyze the students’ learning data which the learningprocess generates from. The system will feedback the result of analysis real-timely tostudents and teachers, thus, students can achieve the purpose of self-monitoring,self-oriented personalization study pattern, at the same time, teachers can provide directedand targeted teaching on different kinds of problems. That is to say, it’s thedirect andobjective basis for teachers to carry out targeting teaching and providepersonal teaching inaccordance with students’ aptitudes. (1) We employ literature retrieval, questionnaire survey, and expert consultation todetermine the overall design and function framework of micro-course teaching system andmake use of PHP, MySQL, Web, Service technology to construct an interactive teachingsystem with friendly operation interface, the lower threshold to get used to it, strengthenedinteractive function and integrated learning analysis suitable for personalized learningsystem.(2) Use network analysis method, content analysis method and language analysismethod for data analysis collected by the system.Network analysis method: it focuses the information distribution and learning progresswhenstudents study on the internet. The most commonly used method of networkanalysis is web server log file analysis, which allows the users to number their requestsfor the web server and constraint Webpage point and count the amount of requests, andjudging from the idle for the web service so as to track and observe the users’ clickrate, return rate and the length of time and other indicators to judge the online learningof students.Content analysis method:it marks the text and multimedia information duringstudents’learning process, and analyzes the marked data, then makes an objective andsystematic quantitative description about the file information content exchanged byinteraction between learners and learning resource in order to obtain the distributioncondition of supported resources.Discourse analysis method: it can analyze the contents of synchronous andasynchronous communication in the process of learning, as well as understand the textmeaning of online learning and communication. Discourse analysis refers to not onlyface-to-face dialogue, but also text content and exchange content through varioussynchronous and asynchronous media.3. ResultsIn this study, it is the design and development of the system of “medicalstatistics”micro-course and the teaching system based on learning analysis that arediscussed. During the course of the application of the system,learning results, learningcontent and learning habitsof students are analyzed deeply. And the main results are asfollowing: (1) The “Medical Statistics” course is digitalized overall and micro-course system isconstructed based on knowledge unit, including teaching videos, teaching slides, electroniclearning materials, extending resources, and etc. According to the needs of teachers andstudents, at the same time, some key points and difficult points in the course of “MedicalStatistics” are converted to a series of interactive teaching animations.(2)The“Medical Statistics” micro-course system owns the needed functions of learninganalysis that can automatically collect and record the data of students’ learning processafter logging on, such as learning sequence of each knowledge point, the length of timespent on each learning resources, all of this learning behavior, the total duration of learning,the time spent on practice self-test, and test scores test scores as well as details on errorquestions.(3) The data of the learning process recorded by the teaching system can analyzelearning result, learning content, learning habits of students.Compared with the traditional classroom teaching mode, self-directed learning throughthe teaching system shares no differences in learning effect. The learning problems the system manifested dominantly is consistent with theproblems hiding behind the traditional classroom teaching.When the students use the system for independent study before class, the moststudents choose to watch instructional videos, supplementing with other teachingresources; When in class, half of the students choose instructional videos, and theother half of the students choose slides or electronic teaching materials; However, afterclass, they choose the instructional videos or slidesas the main reviewingmaterialsaccording to the characteristics of the knowledge.For the teaching contents of statistical description, students’learning habits are mainlyfrom instructional videos, teaching slides, electronic materials to extending learningresources based on the system default learning sequence; As to the statistical inferencelessons,50%of students chose to begin with slides or electronic textbooks; while forreview, students started learning from the instructional videos or teaching slides, whichshares the same proportion. Thus, for different types of teaching content, the focus onthe instructional video ranks the highest, followed by teaching slidesand electronicmaterials, etc. This order is consistent with that of the systematic teaching resources. 4.Conclusions(1)The established “Medical Statistics” micro-course system visualizes the teachingcontent, enhances the students’understanding and memorizing of the abstract content byusing the system in various stages, that is, before class, in class and after class. At the sametime, it effectively promotes students’ self-learning ability, stimulates students’enthusiasmand initiative.(2)Through research on the learning analysismethod and the realization of the functionof system about learning analysis, it hasbeen enhanced that the accuracy of a mutualreal-time assessment, as well as facilitated interaction between teachers and students,which is conducive to improve contradiction between teaching and research work.5. Main innovation points(1) The construction of “Medical Statistics” micro-course system and “MedicalStatistics” micro-course teaching system based on the network makes the teaching contentmore lively and visually, which effectively stimulates the students’ learning enthusiasmand promote the autonomous learning.(2) The “Medical Statistics” micro-course teaching system with the function oflearning analysis perfects the teaching evaluation of the process, helps teachers timelygrasp the dynamic information of student learning, and further promotes teachinginteraction, which provides an operational way for teachers and students together to realizeindividualized teaching and learning objectives.(3) In the field of higher education, took the lead in the design, development,application with micro-course mode and learning analysis function, and the assessment ofthe situation, which provide a good reference for digital teaching in high education reform.