UNASSIGNED:系统思维是医学生最重要的思维技能之一。大多数研究都集中在设计技术丰富的学习环境,通常需要几周或几个月的时间才能实现。然而,COVID-19健康危机的发生不允许长时间实施课堂干预。如何在完全在线的环境中支持学生的系统思考仍然是一个问题。这项研究调查了鼓励学生在异步讨论论坛上提出问题是否支持他们的系统思维发展。
UNASSIGNED:22名低年级学生参加了这项研究。我们比较了当学生被鼓励在一个单元的异步讨论论坛中提问时,他们是否以及如何开发系统思维,以及使用传统方法的另一个单元。本研究采用了多种分析方法,包括,社会网络分析,认知网络分析,推断统计分析和定性分析。
UNASSIGNED:定量结果表明,与传统教学单元相比,所有学生的系统思维都得到了改善,其中领导者学生的进步最大。对学生讨论帖子的进一步分析建议,领导者学生提出了高系统思维水平的问题,并提供了高水平的回答。认知网络分析揭示了领导者是如何,常规和外围学生从事发起问题和提供不同的回答。
UNASSIGNED:本研究提供了方法学和实践贡献。方法上,这项研究将网络分析的现有应用方法扩展到了其原始的职前教师培训环境之外;实际上,本研究为从业者提供了支持学生异步论坛讨论的策略。
UNASSIGNED: Systems thinking is one of the most important thinking skills for medical students. Most of the studies focused on designing technological-rich learning environments which usually take several weeks or months to implement. However, the occurring of COVID-19 health crisis does not allow extensive period of time to implement classroom interventions. How to support students\' systems thinking in fully online environments remains an issue. This study examines if encouraging students initiating questions on asynchronous discussion forum supports their systems thinking development.
UNASSIGNED: Twenty-two junior students participated in this study. We compared if and how students developed systems thinking when they were encouraged asking questions in asynchronous discussion forums in one unit with another unit in which traditional method was used. Multiple analytical methods were applied in this study, including, social network analysis, epistemic network analysis, inferential statistical analysis and qualitative analysis.
UNASSIGNED: Quantitative results showed that all students improved systems thinking compared with traditional teaching unit among which leader students improved most. Further analysis on students\' discussion posts suggested leader students asked high systems thinking level questions and provided high level responses. Epistemic network analysis unpacked how leader, regular and peripheral students engaged in initiating questions and providing responses differently.
UNASSIGNED: This study provides methodological and practical contributions. Methodologically, this study extends prior methods of applying network analysis beyond its original preservice teacher training contexts; practically, this study provides strategies to practitioners to support students\' asynchronous forum discussions.