Ayoub J L, Vanderboom C, Knight M, Walsh K, Briggs R, Grekin K
University of Arizona College of Nursing, Tucson 85721.
Comput Nurs. 1998 Nov-Dec;16(6):333-8.
This study examined the use of an interactive computer classroom (ICC) compared with a traditional lecture/discussion format (LD) for a nursing management course taught from fall semester 1994 through fall semester 1996. The ICC was structured around a group systems support software, a tool previously used in business settings for group decision-making activities. Structured learning activities allowed all students to participate simultaneously and anonymously. Data were collected during the second and final semesters of the study. The outcomes included academic performance, measured by course exams; class participation, measured by direct observation; and attendance records. The control group was a concurrent management course taught with the same objectives and evaluated by identical examinations. The examination scores and the frequency of class participation of the ICC group were significantly higher than those measures of the LD group. There was no significant difference in class attendance. Evaluation forms with open-ended questions were completed by the ICC students and revealed that the students believed that the process enhanced application and understanding. The negative aspects of the ICC experience were the need for increased preparation time for faculty and the students' lack of tolerance when technical difficulties caused delays.
