Blended Learning to Increase Student Satisfaction: An Exploratory Study

Lyons T.; Evans M.M.

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Blended Learning to Increase Student Satisfaction: An Exploratory Study

机译：Blended Learning to Increase Student Satisfaction: An Exploratory Study

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Undergraduate nursing research courses are often difficult to teach due to the challenging content and lack of student satisfaction. To address this issue, two nursing instructors and a librarian embedded online discussions into an accelerated format, introductory nursing research course. The study was conducted over two semesters with two different instructors. The researchers investigated if using the blended learning strategy of discussion boards enhanced the learning experience and tested their theory with two measures: a weekly qualitative questionnaire and a post-study survey. Results suggested that asynchronous online discussions increased student satisfaction in introductory nursing research course work.

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《Internet reference services quarterly》 |2013年第1期|43-53|共11页
作者
Lyons T.; Evans M.M.;
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作者单位

Penn State University, Worthington Scranton Campus, Dunmore, PA, United States;

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原文格式 PDF
正文语种英语
中图分类 73.9;
关键词
blended learning; digital storytelling; nursing education; online discussions; student satisfaction;

Blended Learning to Increase Student Satisfaction: An Exploratory Study

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