National University of Singapore, Alice Lee Centre for Nursing Studies, Singapore.
National University of Singapore, Alice Lee Centre for Nursing Studies, Singapore.
Nurse Educ Today. 2022 May;112:105327. doi: 10.1016/j.nedt.2022.105327. Epub 2022 Mar 11.
Online learning in nursing education has been demonstrated to exert positive effects on knowledge, skills, learning attitudes, and confidence in performance. However, a noteworthy caveat has been that such benefits could vary depending on the content of pedagogical materials.
To examine the impact of online-tutorials in place of face-to-face tutorials on knowledge level and understand the perspectives of learners who experience online-tutorials.
This study adopted a mixed method experiential design in which the perspectives of learners who experience online-tutorials are embedded within the trial. Two cohort of nursing students enrolled for the module on Psychology for Nurses were recruited to evaluate the impact of online-tutorials compared to face-to-face tutorials in terms of knowledge level. Apart from the dissimilar mode of delivery, both cohorts experienced the same teaching structure, content, and assessments. Examination results from these two cohorts were compared upon completion of the course. For the online group, additional one-to-one interviews were conducted to further understand the impacts exerted by online learning on the level of knowledge among them.
There was a significant difference between the knowledge level of the two cohorts. Responses elicited during the interviews revealed five themes: lack of motivation; limited teamwork; missed learning opportunities; decreased interactions; and differences between online and face-to-face learning.
Online-tutorials may be a feasible pedagogical approach but the motivation to learn, teamwork and quality of discussion may be compromised due to the lack of socialization and interactions between students and tutors.
在线学习在护理教育中已被证明对知识、技能、学习态度和绩效信心产生积极影响。然而，值得注意的是，这种益处可能因教学材料的内容而异。
研究在线辅导替代面对面辅导对知识水平的影响，并了解体验在线辅导的学习者的观点。
本研究采用混合方法体验式设计，将体验在线辅导的学习者的观点嵌入其中。招募了两个护理专业的学生群体，参加护士心理学模块，以评估在线辅导与面对面辅导在知识水平方面的影响。除了不同的教学模式外，两个群体都经历了相同的教学结构、内容和评估。课程结束后，比较这两个群体的考试成绩。对于在线组，还进行了一对一的访谈，以进一步了解在线学习对他们知识水平的影响。
两个群体的知识水平存在显著差异。访谈中得出的回应揭示了五个主题：缺乏动机；有限的团队合作；错失学习机会；互动减少；以及在线学习和面对面学习之间的差异。
在线辅导可能是一种可行的教学方法，但由于学生和教师之间缺乏社交和互动，学习动机、团队合作和讨论质量可能会受到影响。
