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

機(jī)譯：混合學(xué)習(xí)環(huán)境中基于團(tuán)隊(duì)的學(xué)習(xí)與傳統(tǒng)學(xué)習(xí)：對護(hù)理學(xué)生自我調(diào)節(jié)結(jié)果的影響。

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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.
機(jī)譯：這項(xiàng)準(zhǔn)實(shí)驗(yàn)研究的目的是比較基于團(tuán)隊(duì)的混合學(xué)習(xí)與傳統(tǒng)的講師指導(dǎo)的混合學(xué)習(xí)在自我調(diào)節(jié)的在線學(xué)習(xí)活動和學(xué)習(xí)成果方面的有效性，以供參加護(hù)理研究的學(xué)士學(xué)位初級護(hù)理學(xué)生使用基礎(chǔ)的實(shí)踐課程?；趫F(tuán)隊(duì)的學(xué)習(xí)是一種教學(xué)策略，該策略利用小組討論和應(yīng)用活動來促進(jìn)積極的學(xué)生學(xué)習(xí)。非隨機(jī)樣本包括98名傳統(tǒng)教練指導(dǎo)小組的學(xué)生和86名基于團(tuán)隊(duì)學(xué)習(xí)干預(yù)小組的學(xué)生。在線觀看總時(shí)間的百分比用作自我調(diào)節(jié)在線學(xué)習(xí)活動的量度。通過兩次課程考試的平均分?jǐn)?shù)來量化學(xué)生的學(xué)習(xí)成果。在基于團(tuán)隊(duì)的學(xué)習(xí)干預(yù)組中，在線觀看時(shí)間的自我調(diào)節(jié)百分比顯著增加（p <0.001）。以團(tuán)隊(duì)為基礎(chǔ)的學(xué)習(xí)組的平均考試成績顯著高于（p = 0.003）由教師指導(dǎo)的對照組。在考試成績和自我調(diào)節(jié)的在線學(xué)習(xí)活動量度之間發(fā)現(xiàn)弱的正相關(guān)（p <0.01）。研究結(jié)果表明，基于團(tuán)隊(duì)的學(xué)習(xí)是一種有效的教學(xué)策略，可用于促進(jìn)參加混合在線護(hù)理課程的護(hù)理學(xué)生的自我調(diào)節(jié)學(xué)習(xí)和改善學(xué)習(xí)成果。

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  • 作者

    Whittaker, Alice A.;

  • 作者單位

    College of Saint Mary.;

  • 授予單位 College of Saint Mary.;
  • 學(xué)科 Educational evaluation.;Higher education.;Nursing.
  • 學(xué)位 Ed.D.
  • 年度 2014
  • 頁碼 200 p.
  • 總頁數(shù) 200
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類 航空、航天技術(shù)的研究與探索;
  • 關(guān)鍵詞

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