Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning

Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP)...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Li Luo [verfasserIn] Xiaohua Cheng [verfasserIn] Shiyuan Wang [verfasserIn] Junxue Zhang [verfasserIn] Wenbo Zhu [verfasserIn] Jiaying Yang [verfasserIn] Pei Liu [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	Blended learning Curriculum development E-learning Medical statistics Teaching reform

Übergeordnetes Werk:	In: BMC Medical Education - BMC, 2003, 17(2017), 1, Seite 8
Übergeordnetes Werk:	volume:17 ; year:2017 ; number:1 ; pages:8

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1186/s12909-017-1009-x

Katalog-ID:	DOAJ047113731

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520			\|a Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.
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allfields	10.1186/s12909-017-1009-x doi (DE-627)DOAJ047113731 (DE-599)DOAJ3003d4617f7b4307a9399a5b7741e7bf DE-627 ger DE-627 rakwb eng LC8-6691 Li Luo verfasserin aut Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums. Blended learning Curriculum development E-learning Medical statistics Teaching reform Special aspects of education Medicine R Xiaohua Cheng verfasserin aut Shiyuan Wang verfasserin aut Junxue Zhang verfasserin aut Wenbo Zhu verfasserin aut Jiaying Yang verfasserin aut Pei Liu verfasserin aut In BMC Medical Education BMC, 2003 17(2017), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:17 year:2017 number:1 pages:8 https://doi.org/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/article/3003d4617f7b4307a9399a5b7741e7bf kostenfrei http://link.springer.com/article/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2017 1 8
spelling	10.1186/s12909-017-1009-x doi (DE-627)DOAJ047113731 (DE-599)DOAJ3003d4617f7b4307a9399a5b7741e7bf DE-627 ger DE-627 rakwb eng LC8-6691 Li Luo verfasserin aut Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums. Blended learning Curriculum development E-learning Medical statistics Teaching reform Special aspects of education Medicine R Xiaohua Cheng verfasserin aut Shiyuan Wang verfasserin aut Junxue Zhang verfasserin aut Wenbo Zhu verfasserin aut Jiaying Yang verfasserin aut Pei Liu verfasserin aut In BMC Medical Education BMC, 2003 17(2017), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:17 year:2017 number:1 pages:8 https://doi.org/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/article/3003d4617f7b4307a9399a5b7741e7bf kostenfrei http://link.springer.com/article/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2017 1 8
allfields_unstemmed	10.1186/s12909-017-1009-x doi (DE-627)DOAJ047113731 (DE-599)DOAJ3003d4617f7b4307a9399a5b7741e7bf DE-627 ger DE-627 rakwb eng LC8-6691 Li Luo verfasserin aut Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums. Blended learning Curriculum development E-learning Medical statistics Teaching reform Special aspects of education Medicine R Xiaohua Cheng verfasserin aut Shiyuan Wang verfasserin aut Junxue Zhang verfasserin aut Wenbo Zhu verfasserin aut Jiaying Yang verfasserin aut Pei Liu verfasserin aut In BMC Medical Education BMC, 2003 17(2017), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:17 year:2017 number:1 pages:8 https://doi.org/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/article/3003d4617f7b4307a9399a5b7741e7bf kostenfrei http://link.springer.com/article/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2017 1 8
allfieldsGer	10.1186/s12909-017-1009-x doi (DE-627)DOAJ047113731 (DE-599)DOAJ3003d4617f7b4307a9399a5b7741e7bf DE-627 ger DE-627 rakwb eng LC8-6691 Li Luo verfasserin aut Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums. Blended learning Curriculum development E-learning Medical statistics Teaching reform Special aspects of education Medicine R Xiaohua Cheng verfasserin aut Shiyuan Wang verfasserin aut Junxue Zhang verfasserin aut Wenbo Zhu verfasserin aut Jiaying Yang verfasserin aut Pei Liu verfasserin aut In BMC Medical Education BMC, 2003 17(2017), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:17 year:2017 number:1 pages:8 https://doi.org/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/article/3003d4617f7b4307a9399a5b7741e7bf kostenfrei http://link.springer.com/article/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2017 1 8
allfieldsSound	10.1186/s12909-017-1009-x doi (DE-627)DOAJ047113731 (DE-599)DOAJ3003d4617f7b4307a9399a5b7741e7bf DE-627 ger DE-627 rakwb eng LC8-6691 Li Luo verfasserin aut Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums. Blended learning Curriculum development E-learning Medical statistics Teaching reform Special aspects of education Medicine R Xiaohua Cheng verfasserin aut Shiyuan Wang verfasserin aut Junxue Zhang verfasserin aut Wenbo Zhu verfasserin aut Jiaying Yang verfasserin aut Pei Liu verfasserin aut In BMC Medical Education BMC, 2003 17(2017), 1, Seite 8 (DE-627)327961260 (DE-600)2044473-4 14726920 nnns volume:17 year:2017 number:1 pages:8 https://doi.org/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/article/3003d4617f7b4307a9399a5b7741e7bf kostenfrei http://link.springer.com/article/10.1186/s12909-017-1009-x kostenfrei https://doaj.org/toc/1472-6920 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2003 GBV_ILN_2014 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 17 2017 1 8
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Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. 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author	Li Luo
spellingShingle	Li Luo misc LC8-6691 misc Blended learning misc Curriculum development misc E-learning misc Medical statistics misc Teaching reform misc Special aspects of education misc Medicine misc R Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning
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topic_title	LC8-6691 Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning Blended learning Curriculum development E-learning Medical statistics Teaching reform
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title	Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning
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title_sort	blended learning with moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning
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title_auth	Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning
abstract	Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.
abstractGer	Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.
abstract_unstemmed	Abstract Background Blended learning that combines a modular object-oriented dynamic learning environment (Moodle) with face-to-face teaching was applied to a medical statistics course to improve learning outcomes and evaluate the impact factors of students’ knowledge, attitudes and practices (KAP) relating to e-learning. Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. Additionally, this type of blended course can be implemented in many other curriculums.
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title_short	Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning
url	https://doi.org/10.1186/s12909-017-1009-x https://doaj.org/article/3003d4617f7b4307a9399a5b7741e7bf http://link.springer.com/article/10.1186/s12909-017-1009-x https://doaj.org/toc/1472-6920
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author2	Xiaohua Cheng Shiyuan Wang Junxue Zhang Wenbo Zhu Jiaying Yang Pei Liu
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Methods The same real-name questionnaire was administered before and after the intervention. The summed scores of every part (knowledge, attitude and practice) were calculated using the entropy method. A mixed linear model was fitted using the SAS PROC MIXED procedure to analyse the impact factors of KAP. Results Educational reform, self-perceived character, registered permanent residence and hours spent online per day were significant impact factors of e-learning knowledge. Introversion and middle type respondents’ average scores were higher than those of extroversion type respondents. Regarding e-learning attitudes, educational reform, community number, Internet age and hours spent online per day had a significant impact. Specifically, participants whose Internet age was no greater than 6 years scored 7.00 points lower than those whose Internet age was greater than 10 years. Regarding e-learning behaviour, educational reform and parents’ literacy had a significant impact, as the average score increased 10.05 points (P < 0.0001). Conclusions This educational reform that combined Moodle with a traditional class achieved good results in terms of students’ e-learning KAP. 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Blended learning with Moodle in medical statistics: an assessment of knowledge, attitudes and practices relating to e-learning

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