Topcon Europe Medical B.V., Information Technology, Capelle aan den IJssel, the Netherlands.
Department of Gynecologic and Obstetrics Nursing, Faculty of Nursing, Dokuz Eylul University, İzmir, Turkey.
Nurse Educ Today. 2023 Oct;129:105915. doi: 10.1016/j.nedt.2023.105915. Epub 2023 Jul 18.
This study aims to compare the effects of online and face-to-face education models using active learning methods on students' learning attitudes.
This retrospective and quasi-experimental study included total 203 third-grade nursing students who took the Obstetrics and Gynecological Health Nursing course face-to-face and online in the fall semester of the 2019-2020 and 2020-2021. Active Learning Methods Questionnaire and the Scale Attitude Towards Learning (SATL) were used.
The mean score of active learning methods of the students receiving online education (77.35 ± 18.63) was higher than the face-to-face education group (67.00 ± 20.67). Although there was no difference between the face-to-face and online education groups in terms of the effort to learn and caring for learning, online students had a lower attitude towards learning avoidance (t: 6.540, p: 0.000). There was a negative and low-level significant correlation between the evaluation of active learning methods and the total score of SATL in the online education group (r = -0.200; p = .043), no correlation in face-to-face group (r: 0.004; p: 0.963).
Online education, which uses active learning methods, affected positively students' attitudes towards learning and decreased their avoidance of learning more than face-to-face education. This study has shown that active learning methods allow online students to question theoretical knowledge, convey it to patient care, contribute to clinical knowledge, and facilitate their learning and analytical thinking based on the more positively evaluation by online students.
本研究旨在比较使用主动学习方法的线上和线下教育模式对学生学习态度的影响。
这是一项回顾性和准实验研究，共纳入 203 名 3 年级护理专业学生，他们在 2019-2020 学年秋季学期和 2020-2021 学年秋季学期分别通过线下和线上学习《妇产科健康护理》课程。使用主动学习方法问卷和学习态度量表（SATL）进行评估。
接受线上教育的学生主动学习方法的平均得分为（77.35±18.63），高于线下教育组（67.00±20.67）。虽然在学习努力程度和关心学习方面，线下和线上教育组之间没有差异，但线上学生的学习回避态度较低（t：6.540，p：0.000）。在线教育组中，主动学习方法评价与 SATL 总分之间存在负相关且相关程度较低（r=-0.200；p=0.043），而在线下教育组中无相关性（r：0.004；p=0.963）。
使用主动学习方法的线上教育对学生的学习态度产生了积极影响，降低了他们的学习回避程度，效果优于线下教育。本研究表明，主动学习方法允许线上学生对理论知识提出质疑，将其应用于患者护理，有助于临床知识的传授，并促进他们的学习和分析思维，这也得到了线上学生的积极评价。
