护理专业英语移动学习调查:一项量性-质性研究
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摘要
目的了解学生关于护理专业英语移动学习的基础、现状、意愿、需求。方法 2018年5～7月调查符合要求的本科护理学生。量性研究采用《本科生英语移动学习需求调查问卷》,质性研究抽取8名学生进行非结构式访谈。结果调查有效问卷225份,72.44%学生有较好的英语水平,学生以智能手机(94.67%)为主。64.45%的学生对现有的移动学习资源尚不够满意,84.45%愿意通过移动设备辅助完成护理专业英语学习。学生需求偏好音频(990分)方式,偏向QQ(944分)途径学习。质性研究提炼出3个主题:"浏览性质"的学习、促进"碎片化"学习、移动英语学习应"多维"。结论学生有较强意愿采用移动学习辅助课堂学习,但移动学习需要有效监控学习。
Objective To understand the foundation, current situation, willingness and needs of nursing professional English on mobile learning for undergraduate nursing students. Methods Undergraduate nursing students were investigated from May to July 2018. The quantitative study adopted a questionnaire survey, and the qualitative study selected 8 students using unstructured interview. Results There were 225 valid questionnaires. Percentage of 72.44 students' English competency were good. Percentage of 94.67 of them use smart phones as mobile devices. 64.45% were not satisfied with the existing mobile learning resources, and 84.45% were willing to learn nursing English through mobile devices. Students Preferred audio input(990 scores), and QQ(944 scores) as learning ways. Qualitative research extracted three topics:"BROWSING" learning, promoting "FRAGMENTATION" learning, and "Multi-DIMENSIONAL" mobile English learning.Conclusion Students have strong willingness to use mobile learning to assist classroom learning, and mobile learning resources need to be richer in contents, and need more effectively monitoring.
Objective To understand the foundation, current situation, willingness and needs of nursing professional English on mobile learning for undergraduate nursing students. Methods Undergraduate nursing students were investigated from May to July 2018. The quantitative study adopted a questionnaire survey, and the qualitative study selected 8 students using unstructured interview. Results There were 225 valid questionnaires. Percentage of 72.44 students' English competency were good. Percentage of 94.67 of them use smart phones as mobile devices. 64.45% were not satisfied with the existing mobile learning resources, and 84.45% were willing to learn nursing English through mobile devices. Students Preferred audio input(990 scores), and QQ(944 scores) as learning ways. Qualitative research extracted three topics:"BROWSING" learning, promoting "FRAGMENTATION" learning, and "Multi-DIMENSIONAL" mobile English learning.Conclusion Students have strong willingness to use mobile learning to assist classroom learning, and mobile learning resources need to be richer in contents, and need more effectively monitoring.
引文
[1]费琦,张效栋,李强.移动学习在医学辅助教学中的应用进展[J].医学教育管理,2017,3(2):137-140,145.
[2]Janice M.Morse,Linda Niehaus.质性与量性研究混合方法学设计[J].马伟光,译.中国护理管理,2007,7(10):8-11.
[3]刘可.论量性研究和质性研究方法的综合运用[J].中国实用护理杂志,2011,22(11A):12-14.
[4]孙丹,何骅.基于Android的应用英语移动学习软件的设计及实现[J].计算机时代,2014,(19):24-26.
[5]凌银婵,刘海燕,莫洁玲,等.护理专业移动学习模式的构建与应用[J].护理实践与研究,2016,13(1):134-136.
[6]胡立攀,李新成,唐国菊.国内移动学习的研究现状与发展趋势[J].中国医学教育技术,2010,24(6):616-619.
[7]张维昊,程海芳.移动互联网环境下校园信息需求的现状和发展趋势研究-基于大学生手机用户校园信息需求的调查分析[J].江汉大学学报,2013,41(2):53-56..
[8]钟广锐,郑春燕.移动学习在高校课程教学中的应用研究[J].嘉应学院学报,2014,32(3):82-85.
[9]月月,牛盾,张德阳.师范生移动学习状况调查与分析--以曲阜师范大学为例[J].教育观察,2018,7(17):117-120.
[2]Janice M.Morse,Linda Niehaus.质性与量性研究混合方法学设计[J].马伟光,译.中国护理管理,2007,7(10):8-11.
[3]刘可.论量性研究和质性研究方法的综合运用[J].中国实用护理杂志,2011,22(11A):12-14.
[4]孙丹,何骅.基于Android的应用英语移动学习软件的设计及实现[J].计算机时代,2014,(19):24-26.
[5]凌银婵,刘海燕,莫洁玲,等.护理专业移动学习模式的构建与应用[J].护理实践与研究,2016,13(1):134-136.
[6]胡立攀,李新成,唐国菊.国内移动学习的研究现状与发展趋势[J].中国医学教育技术,2010,24(6):616-619.
[7]张维昊,程海芳.移动互联网环境下校园信息需求的现状和发展趋势研究-基于大学生手机用户校园信息需求的调查分析[J].江汉大学学报,2013,41(2):53-56..
[8]钟广锐,郑春燕.移动学习在高校课程教学中的应用研究[J].嘉应学院学报,2014,32(3):82-85.
[9]月月,牛盾,张德阳.师范生移动学习状况调查与分析--以曲阜师范大学为例[J].教育观察,2018,7(17):117-120.