Exploration of Hybrid Teaching Mode Based on “Byod Joint Task-Driven Learning” in “Pathophysiology”
Download as PDF
Objective To study the teaching effect of the hybrid teaching model of “BYOD joint task-driven learning” in “Pathophysiology”. Methods from September 2017 to June 2020, two separate classes of a and B students majoring in rehabilitation therapy technology (massage) and learning pathophysiology in Zhejiang Vocational College of Special Education were selected as the experimental group and the control group. The control group adopts the traditional teaching mode, and the experimental group adopts the hybrid teaching model of “BYOD joint task-driven learning”, compared the teaching effects of the two groups. Result: Compared with the traditional teaching model, the number of outstanding students, student performance, and satisfaction with the teaching effect using the hybrid teaching model of “BYOD joint task-driven learning” were significantly improved (P<0.05). Conclusion: The hybrid teaching model based on “BYOD joint task-driven learning” significantly improves the teaching effect of pathophysiology.
Bring-your-own-device, Task-driven learning, Pathophysiology, Teaching model