Technology-Enhanced Teaching Methods on Graduate Nursing Student Learning and Satisfaction

2.50
Hdl Handle:
http://hdl.handle.net/10755/304154
Category:
Abstract
Type:
Presentation
Title:
Technology-Enhanced Teaching Methods on Graduate Nursing Student Learning and Satisfaction
Author(s):
Vogt, Marjorie; Schaffner, Barbara H.
Lead Author STTI Affiliation:
Kappa Lambda
Author Details:
Marjorie Vogt, PhD, DNP, CNP, CNE, mvogt@otterbein.edu; Barbara H. Schaffner, PhD, CNP;
Abstract:

Session presented on: Wednesday, July 24, 2013

Purpose: The purpose of this study was to compare the impact of technology enhanced interactive teaching methods on the learning acquisition and satisfaction of graduate students in a nursing advanced pharmacology class using an unfolding case study assignment.

Methods:  Students were randomly assigned to one of 3 groups:  the blogging group; the wiki group; or the webinar group.   Students completed the case study after participating in the evolving case study using the assigned interactive technology.  Case studies were submitted to the non-grading faculty in the course who removed student names before providing the case study to the grading faculty.  The grading faculty graded the case study using the evaluation rubric.  The grading faculty was blinded to the assigned technology method.  

Results: Students generally indicated positive satisfaction with the technology enhanced education strategies used, no matter which strategy was assigned.  Grades for the assignments were analyzed using descriptive and inferential statistics and demonstrated differences between the methods.

Conclusion: Implications of the study related to using technology in the classroom will be discussed. Future directions related to technology enhanced teaching will also be identified.

Keywords:
technology; education; teaching
Repository Posting Date:
22-Oct-2013
Date of Publication:
22-Oct-2013
Conference Date:
2013
Conference Name:
24th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Prague, Czech Republic
Description:
24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleTechnology-Enhanced Teaching Methods on Graduate Nursing Student Learning and Satisfactionen_GB
dc.contributor.authorVogt, Marjorieen_GB
dc.contributor.authorSchaffner, Barbara H.en_GB
dc.contributor.departmentKappa Lambdaen_GB
dc.author.detailsMarjorie Vogt, PhD, DNP, CNP, CNE, mvogt@otterbein.edu; Barbara H. Schaffner, PhD, CNP;en_GB
dc.identifier.urihttp://hdl.handle.net/10755/304154-
dc.description.abstract<p>Session presented on: Wednesday, July 24, 2013</p><b>Purpose: </b>The purpose of this study was to compare the impact of technology enhanced interactive teaching methods on the learning acquisition and satisfaction of graduate students in a nursing advanced pharmacology class using an unfolding case study assignment. <p><b>Methods: </b> Students were randomly assigned to one of 3 groups:  the blogging group; the wiki group; or the webinar group.   Students completed the case study after participating in the evolving case study using the assigned interactive technology.  Case studies were submitted to the non-grading faculty in the course who removed student names before providing the case study to the grading faculty.  The grading faculty graded the case study using the evaluation rubric.  The grading faculty was blinded to the assigned technology method.   <p><b>Results: </b> Students generally indicated positive satisfaction with the technology enhanced education strategies used, no matter which strategy was assigned.  Grades for the assignments were analyzed using descriptive and inferential statistics and demonstrated differences between the methods. <p><b>Conclusion: </b>Implications of the study related to using technology in the classroom will be discussed. Future directions related to technology enhanced teaching will also be identified.en_GB
dc.subjecttechnologyen_GB
dc.subjecteducationen_GB
dc.subjectteachingen_GB
dc.date.available2013-10-22T20:30:05Z-
dc.date.issued2013-10-22-
dc.date.accessioned2013-10-22T20:30:05Z-
dc.conference.date2013en_GB
dc.conference.name24th International Nursing Research Congressen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationPrague, Czech Republicen_GB
dc.description24th International Nursing Research Congress Theme: Bridge the Gap Between Research and Practice Through Collaboration. Held at the Hilton Prague Hotel.en_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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