A Study of the Impact of Computer Assisted Self-Regulated Learning Techniques on Science Teaching for Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/160207
Type:
Presentation
Title:
A Study of the Impact of Computer Assisted Self-Regulated Learning Techniques on Science Teaching for Nursing Students
Abstract:
A Study of the Impact of Computer Assisted Self-Regulated Learning Techniques on Science Teaching for Nursing Students
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2007
Author:Elder, Betty, Ph.D.
P.I. Institution Name:Wichita State University
Contact Address:Nursing - Box 41, Wichita, KS, 67260, USA
The purpose of this study was to determine whether computer-assisted self-regulated learning strategies are effective tools to improve nursing student performance in science courses. This study investigated the use of computer-assisted self-regulated learning techniques to improve learning outcomes in a science course for nurses. The three-phase study was based upon a self-regulation model which consisted of three comparisons elaborate feedback to simple feedback, computer exam scores to paper and pencil exam scores, and retention of concepts in a the final phase. Seventy-five graduate nursing students enrolled in a graduate pathophysiology course agreed to participate in this study. The modeling/performance phase compared exam scores from computer-assisted feedback to outcomes in paper and pencil/worksheet format. The computer tutorials provided feedback, both simple and elaborate. In the final phase, students had the opportunity to self-reflect and make adjustments in their knowledge for both the computer tutorials and the non-computer worksheets to determine potential effects that the feedback has on retention of concepts. The students had significantly higher scores on the computer-assisted examinations than on the three paper and pencil examinations prior to that time. This supports the notion that self-regulation allowed the students to perform better not only on the portion of the course where this process was taught but also, improved performance in other aspects of the course. The students received two basic types of feedback in this study, elaborate and simple. The examination scores did not reflect any significant differences with regard to feedback type. The retention phase of the course indicated a significant decline in final examination scores back to the level of the first three course examinations.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleA Study of the Impact of Computer Assisted Self-Regulated Learning Techniques on Science Teaching for Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/160207-
dc.description.abstract<table><tr><td colspan="2" class="item-title">A Study of the Impact of Computer Assisted Self-Regulated Learning Techniques on Science Teaching for Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</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">Elder, Betty, Ph.D.</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Wichita State University</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Nursing - Box 41, Wichita, KS, 67260, USA</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">betty.elder@wichita.edu</td></tr><tr><td colspan="2" class="item-abstract">The purpose of this study was to determine whether computer-assisted self-regulated learning strategies are effective tools to improve nursing student performance in science courses. This study investigated the use of computer-assisted self-regulated learning techniques to improve learning outcomes in a science course for nurses. The three-phase study was based upon a self-regulation model which consisted of three comparisons elaborate feedback to simple feedback, computer exam scores to paper and pencil exam scores, and retention of concepts in a the final phase. Seventy-five graduate nursing students enrolled in a graduate pathophysiology course agreed to participate in this study. The modeling/performance phase compared exam scores from computer-assisted feedback to outcomes in paper and pencil/worksheet format. The computer tutorials provided feedback, both simple and elaborate. In the final phase, students had the opportunity to self-reflect and make adjustments in their knowledge for both the computer tutorials and the non-computer worksheets to determine potential effects that the feedback has on retention of concepts. The students had significantly higher scores on the computer-assisted examinations than on the three paper and pencil examinations prior to that time. This supports the notion that self-regulation allowed the students to perform better not only on the portion of the course where this process was taught but also, improved performance in other aspects of the course. The students received two basic types of feedback in this study, elaborate and simple. The examination scores did not reflect any significant differences with regard to feedback type. The retention phase of the course indicated a significant decline in final examination scores back to the level of the first three course examinations.</td></tr></table>en_GB
dc.date.available2011-10-26T22:43:34Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:43:34Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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