2.50
Hdl Handle:
http://hdl.handle.net/10755/149598
Type:
Presentation
Title:
The Impact of an Asynchronous Learning Environment
Abstract:
The Impact of an Asynchronous Learning Environment
Conference Sponsor:Sigma Theta Tau International
Conference Year:2007
Author:Sternberger, Carol, PhD, CNE
P.I. Institution Name:Indiana University-Purdue University Fort Wayne
Title:Chair and Professor of Nursing
Co-Authors:Linda H. Meyer, PhD, CNE
[Clinical session research presentation] The infusion of technology in education no longer can be debated or ignored. The literature is replete with research comparing computer-assisted learning and classroom learning. Research supports that asynchronous learning environments (ALE), compared to traditional lecture/textbook methods, results in cognitive gains. The question is not if students learn in ALE, rather the question must be asked, what is the optimal use of technology to promote self-efficacy, self-reliance, and motivation to obtain knowledge? Therefore, the purpose of this study was to investigate the impact of an ALE on learning, specifically, a faculty authored CD-ROM, Cardiovascular Anatomy and Physiology. The CD-ROM, designed using Gagne's instructional principles incorporates a hypermedia, non-linear format that allowed students to determine the sequencing and type of instructional method desired. This quasi-experimental study explored the impact of technology integration on learning and learner independence, satisfaction, and performance in an ALE using the concepts of self-efficacy, self-reliance, and motivation. After using an interactive cardiovascular anatomy and physiology CD-ROM, the sophomore nursing students completed a 15-item questionnaire. Reliability of the questionnaire was established using Cronbach?s alpha. Post-tests and course grades were examined using a t-test, demonstrating no significant correlation. Results of an item-to-item analysis of the questionnaire showed overall satisfaction with the teaching methodology and varied results for self-efficacy, self reliance, and motivation. Kendall?s Tau was calculated to examine the relationship of the variables with all but two variables demonstrating significance.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Impact of an Asynchronous Learning Environmenten_GB
dc.identifier.urihttp://hdl.handle.net/10755/149598-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Impact of an Asynchronous Learning Environment</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2007</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Sternberger, Carol, PhD, CNE</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Indiana University-Purdue University Fort Wayne</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Chair and Professor of Nursing</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">sternber@ipfw.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Linda H. Meyer, PhD, CNE</td></tr><tr><td colspan="2" class="item-abstract">[Clinical session research presentation] The infusion of technology in education no longer can be debated or ignored. The literature is replete with research comparing computer-assisted learning and classroom learning. Research supports that asynchronous learning environments (ALE), compared to traditional lecture/textbook methods, results in cognitive gains. The question is not if students learn in ALE, rather the question must be asked, what is the optimal use of technology to promote self-efficacy, self-reliance, and motivation to obtain knowledge? Therefore, the purpose of this study was to investigate the impact of an ALE on learning, specifically, a faculty authored CD-ROM, Cardiovascular Anatomy and Physiology. The CD-ROM, designed using Gagne's instructional principles incorporates a hypermedia, non-linear format that allowed students to determine the sequencing and type of instructional method desired. This quasi-experimental study explored the impact of technology integration on learning and learner independence, satisfaction, and performance in an ALE using the concepts of self-efficacy, self-reliance, and motivation. After using an interactive cardiovascular anatomy and physiology CD-ROM, the sophomore nursing students completed a 15-item questionnaire. Reliability of the questionnaire was established using Cronbach?s alpha. Post-tests and course grades were examined using a t-test, demonstrating no significant correlation. Results of an item-to-item analysis of the questionnaire showed overall satisfaction with the teaching methodology and varied results for self-efficacy, self reliance, and motivation. Kendall?s Tau was calculated to examine the relationship of the variables with all but two variables demonstrating significance.</td></tr></table>en_GB
dc.date.available2011-10-26T10:05:37Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T10:05:37Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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