Wu Ting-Ting
Department of Information Management, Chia-Nan University of Pharmacy and Science, No. 60, Sec. 1, Erren Rd., Rende Dist. Tainan City 71710, Taiwan.
Nurse Educ Today. 2014 Jun;34(6):958-63. doi: 10.1016/j.nedt.2014.01.013. Epub 2014 Feb 12.
Virtual communities provide numerous resources, immediate feedback, and information sharing, enabling people to rapidly acquire information and knowledge and supporting diverse applications that facilitate interpersonal interactions, communication, and sharing. Moreover, incorporating highly mobile and convenient devices into practice-based courses can be advantageous in learning situations. Therefore, in this study, a tablet PC and Google+ were introduced to a health education practice course to elucidate satisfaction of learning module and conditions and analyze the sequence and frequency of learning behaviors during the social-network-based learning process. According to the analytical results, social networks can improve interaction among peers and between educators and students, particularly when these networks are used to search for data, post articles, engage in discussions, and communicate. In addition, most nursing students and nursing educators expressed a positive attitude and satisfaction toward these innovative teaching methods, and looked forward to continuing the use of this learning approach.
虚拟社区提供了大量资源、即时反馈和信息共享，使人们能够迅速获取信息和知识，并支持促进人际互动、交流和分享的各种应用。此外，将高度移动且便捷的设备纳入基于实践的课程在学习情境中可能具有优势。因此，在本研究中，将平板电脑和谷歌+引入健康教育实践课程，以阐明对学习模块和条件的满意度，并分析基于社交网络的学习过程中学习行为的顺序和频率。根据分析结果，社交网络可以改善同伴之间以及教育工作者与学生之间的互动，特别是当这些网络用于搜索数据、发布文章、参与讨论和交流时。此外，大多数护理专业学生和护理教育工作者对这些创新教学方法表达了积极态度和满意度，并期待继续使用这种学习方法。
