2.50
Hdl Handle:
http://hdl.handle.net/10755/151611
Type:
Presentation
Title:
Effect of Interaction on Nursing Student Outcomes in a Web-based Course
Abstract:
Effect of Interaction on Nursing Student Outcomes in a Web-based Course
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Conference Date:July 10-12, 2003
Author:Frith, Karen, PhD
P.I. Institution Name:Georgia College & State University
Title:Assistant Professor
Objective:The purpose of this study was to examine student outcomes in a web-based course on cardiac rhythm interpretation when interaction was varied. Design: A post-test only, experimental design was used. Population, Sample, Setting, Years: A pool of 388 nursing students from 36 states comprised a sampling frame. The final sample included 174 randomly selected nursing students enrolled in baccalaureate, associate, and diploma nursing programs. The setting of the study was a web-based course (http://webct.usg.edu) taught between March 2001 and May 2001. Methods: After consent forms were signed, nursing students were provided a password into WebCT. Students in experimental and control groups progressed through units of content and examinations simultaneously. At the conclusion of the course, students completed a satisfaction scale. Outcomes were compared using t-test, analysis of covariance, and chi-square. Concept or Variables Studied Together or Intervention and Outcome Variables: The intervention variable was interaction (assignments requiring group work in the experimental group or individual work in the control group). The outcome variables were cognitive learning (scores on midterm; final exams), student satisfaction (scores on semantic differential scale), and motivation to complete the course (completion rate of groups). Findings: Comparisons of student outcomes between control and experimental groups showed no significant differences for cognitive learning and motivation to complete the course. However, a significant difference was found on the semantic differential scale indicating that participants who worked with others were significantly more satisfied with the course than those who worked alone. Conclusions: The study demonstrated that group interaction enhanced student satisfaction. More research is needed to determine the best strategies to enhance learning outcomes and to decrease student attrition. Implications: Findings from the study support scholarly opinions that teaching practices such as student-faculty contact, cooperation among students, and active learning are important in web-based course design.
Repository Posting Date:
26-Oct-2011
Date of Publication:
10-Jul-2003
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleEffect of Interaction on Nursing Student Outcomes in a Web-based Courseen_GB
dc.identifier.urihttp://hdl.handle.net/10755/151611-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Effect of Interaction on Nursing Student Outcomes in a Web-based Course</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">2003</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 10-12, 2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Frith, Karen, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Georgia College &amp; State University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">kfrith@gcsu.edu</td></tr><tr><td colspan="2" class="item-abstract">Objective:The purpose of this study was to examine student outcomes in a web-based course on cardiac rhythm interpretation when interaction was varied. Design: A post-test only, experimental design was used. Population, Sample, Setting, Years: A pool of 388 nursing students from 36 states comprised a sampling frame. The final sample included 174 randomly selected nursing students enrolled in baccalaureate, associate, and diploma nursing programs. The setting of the study was a web-based course (http://webct.usg.edu) taught between March 2001 and May 2001. Methods: After consent forms were signed, nursing students were provided a password into WebCT. Students in experimental and control groups progressed through units of content and examinations simultaneously. At the conclusion of the course, students completed a satisfaction scale. Outcomes were compared using t-test, analysis of covariance, and chi-square. Concept or Variables Studied Together or Intervention and Outcome Variables: The intervention variable was interaction (assignments requiring group work in the experimental group or individual work in the control group). The outcome variables were cognitive learning (scores on midterm; final exams), student satisfaction (scores on semantic differential scale), and motivation to complete the course (completion rate of groups). Findings: Comparisons of student outcomes between control and experimental groups showed no significant differences for cognitive learning and motivation to complete the course. However, a significant difference was found on the semantic differential scale indicating that participants who worked with others were significantly more satisfied with the course than those who worked alone. Conclusions: The study demonstrated that group interaction enhanced student satisfaction. More research is needed to determine the best strategies to enhance learning outcomes and to decrease student attrition. Implications: Findings from the study support scholarly opinions that teaching practices such as student-faculty contact, cooperation among students, and active learning are important in web-based course design.</td></tr></table>en_GB
dc.date.available2011-10-26T11:07:54Z-
dc.date.issued2003-07-10en_GB
dc.date.accessioned2011-10-26T11:07:54Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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