دانلود رایگان مقاله انگلیسی چگونه دانش آموزان در یادگیری مبتنی بر تیم های مبتنی بر کامپیوتر موفق می شوند؟ - الزویر 2019

Abstract

Adopting Biggs’ (2003) 3P (presage, process, product) model, this study examined the role of individual preparedness, member’s contribution, motivation, enjoyment in students’ learning, readiness for interprofessional learning, and attainment of desired outcomes in the context of computer-supported interprofessional team-based learning (CS-IPTBL). A sample of 531 health and social care students (Chinese medicine, medicine, nursing, pharmacy, occupational therapy, and social work) from two universities in Hong Kong participated in the study. Mediational analysis showed that task value (motivation and enjoyment) and utility (perceived usefulness) played a significant mediating role between perceived preparedness and perceived individual contribution and outcomes. The study enriched the extant research by showing possible pathways that determined students’ achievement in CS-IPTBL. Findings suggest that students’ achievement (product) in CS-IPTBL is influenced by their motivation, enjoyment, and perceived usefulness (process) which were derived from two sources: individual preparedness and members’ valuable contribution (presage). Key findings and their implications for program enhancement and teaching are provided.

 Discussion

Underpinned by 3P model (Biggs, 2003) this study investigated the pathways that can explain students’ achievement (the product which is operationalized in terms of perceived learning, readiness to engage in interprofessional learning, and attainment of IPE objectives) in an interprofessional team-based learning using LAMS as an electronic platform. Students’ achievement is hypothesized to be influenced by students’ entry attributes (the presage which is operationalized in terms of preparedness as an individual and preparedness to contribute in team) and their motivational processes (the process which is operationalized in terms of task value and utility which students demonstrate in learning). On one hand, the results indicated that students’ motivational processes (PM, PE, and PU), fully mediated the relationship between perception of individual preparation (IP) and various outcomes (PL, RIPL, and AIPEO). In other words, our data suggest that IP influenced PL, RIPL, and IPEO via PM, PE and PU (refer to Figure 3). On the other hand, these motivational processes partially mediated the relationship of TMVC on PL as demonstrated by significant direct and indirect effects.