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Team-Based Versus Traditional Learning in a Blended Learning Environment: Effect on Self-Regulated Outcomes of Nursing Students.

机译：混合学习环境中基于团队的学习与传统学习：对护理学生自我调节结果的影响。

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摘要

The purpose of this quasi-experimental study was to compare the effectiveness of team-based blended learning with traditional instructor-led blended learning, on self-regulated online learning activities and learning outcomes, for baccalaureate junior nursing students enrolled in a nursing research and evidence-based practice course. Team-based learning is an instructional strategy that utilizes small group discussion and application activities to promote active student learning. The non-randomized sample consisted of 98 students enrolled in the traditional instructor-led control group and 86 students enrolled in the team-based learning intervention group. The percentage of total online viewing time was used as a measure of self-regulated online learning activities. Student learning outcomes were quantified by the mean score on two course examinations. A significant (p<0.001) increase in self-regulated percentage of online viewing time was found in the team-based learning intervention group. The team-based learning group demonstrated significantly (p=0.003) higher mean examination scores than the instructor-led control group. A weak positive relationship (p<0.01) was found between examination scores and measures of self-regulated learning online learning activities. The findings indicate that team-based learning is an effective instructional strategy that can be used to promote self-regulated learning and improved learning outcomes in nursing students enrolled in blended online nursing courses.
机译：这项准实验研究的目的是比较基于团队的混合学习与传统的讲师指导的混合学习在自我调节的在线学习活动和学习成果方面的有效性，以供参加护理研究的学士学位初级护理学生使用基础的实践课程。基于团队的学习是一种教学策略，该策略利用小组讨论和应用活动来促进积极的学生学习。非随机样本包括98名传统教练指导小组的学生和86名基于团队学习干预小组的学生。在线观看总时间的百分比用作自我调节在线学习活动的量度。通过两次课程考试的平均分数来量化学生的学习成果。在基于团队的学习干预组中，在线观看时间的自我调节百分比显着增加（p <0.001）。以团队为基础的学习组的平均考试成绩显着高于（p = 0.003）由教师指导的对照组。在考试成绩和自我调节的在线学习活动量度之间发现弱的正相关（p <0.01）。研究结果表明，基于团队的学习是一种有效的教学策略，可用于促进参加混合在线护理课程的护理学生的自我调节学习和改善学习成果。

著录项

  • 作者

    Whittaker, Alice A.;

  • 作者单位

    College of Saint Mary.;

  • 授予单位 College of Saint Mary.;
  • 学科 Educational evaluation.;Higher education.;Nursing.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 200 p.
  • 总页数 200
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 航空、航天技术的研究与探索;
  • 关键词

  • 入库时间 2022-08-17 11:53:54

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