2.50
Hdl Handle:
http://hdl.handle.net/10755/316857
Category:
Abstract
Type:
Presentation
Title:
One Course, Three Ways: What Students Think
Author(s):
Poradzisz, Michele; Kostovich, Carol Toliuszis; Florczak, Kristine L.
Lead Author STTI Affiliation:
Alpha Omicron
Author Details:
Michele Poradzisz, PhD, RN, email: poradzisz@sxu.edu; Carol Toliuszis Kostovich, PhD, RN; Kristine L. Florczak, PhD, MSN, BS, BA, RN, AND
Abstract:

Poster presented on: Friday, April 4, 2014, Saturday, April 5, 2014

This study compared undergraduate students’ perceptions of participating in a nursing research course taught using three different hybrid models.  Hybrid A met face-to-face 4 times during the semester, with all other activities completed online; Hybrid B met face-to-face weekly for 1-1/2 hours, with assigned online activities completed before coming to class; and Hybrid C met face-to-face for 3 hours every other week, with online activities during the alternate week.  Students self-selected a section without knowing which of the hybrid models would be used.

Students’ perceptions of the effectiveness of teaching-learning strategies and satisfaction were obtained by way of a 7-item survey that was administered following the final exam. Response options ranged from 1 (strongly agree) to 4 (strongly disagree). Two open-ended questions asked what you liked and what you didn’t likeabout the course. Sixty-two students responded, and 55 provided complete demographic information; of these, 91% were female, mean age was 23.25 years (SD 4.66), and all were enrolled full-time.  

Students’ responses in all three sections were overall positive, with assistance from faculty rated highest (mean = 1.13, SD .34), followed by accessibility and ease of use of materials (mean = 1.34, SD .79). Analysis of variance demonstrated statistically significant differences among the three groups, with the most positive ratings generally given by students in Hybrid A, and the lowest ratings by students in Hybrid B. These findings may indicate that students prefer the convenience of not being required to come to campus for class.

Positive comments on the open-ended questions focused on the accessibility, flexibility and convenience of the online course materials, complemented by the opportunity to clarify areas of confusion during face-to-face sessions with the instructor. Negative comments focused on technological problems, as well as the preference that some students had for face-to-face instruction.

Keywords:
Blended learning; Nursing research course
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis
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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published article

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleOne Course, Three Ways: What Students Thinken_GB
dc.contributor.authorPoradzisz, Micheleen_GB
dc.contributor.authorKostovich, Carol Toliuszisen_GB
dc.contributor.authorFlorczak, Kristine L.en_GB
dc.contributor.departmentAlpha Omicronen_GB
dc.author.detailsMichele Poradzisz, PhD, RN, email: poradzisz@sxu.edu; Carol Toliuszis Kostovich, PhD, RN; Kristine L. Florczak, PhD, MSN, BS, BA, RN, ANDen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316857-
dc.description.abstract<p>Poster presented on: Friday, April 4, 2014, Saturday, April 5, 2014</p>This study compared undergraduate students’ perceptions of participating in a nursing research course taught using three different hybrid models.  Hybrid A met face-to-face 4 times during the semester, with all other activities completed online; Hybrid B met face-to-face weekly for 1-1/2 hours, with assigned online activities completed before coming to class; and Hybrid C met face-to-face for 3 hours every other week, with online activities during the alternate week.  Students self-selected a section without knowing which of the hybrid models would be used. <p>Students’ perceptions of the effectiveness of teaching-learning strategies and satisfaction were obtained by way of a 7-item survey that was administered following the final exam. Response options ranged from 1 (<i>strongly agree</i>) to 4 (<i>strongly disagree</i>). Two open-ended questions asked <i>what you liked</i> and <i>what you didn’t like</i>about the course. Sixty-two students responded, and 55 provided complete demographic information; of these, 91% were female, mean age was 23.25 years (SD 4.66), and all were enrolled full-time.   <p>Students’ responses in all three sections were overall positive, with assistance from faculty rated highest (mean = 1.13, SD .34), followed by accessibility and ease of use of materials (mean = 1.34, SD .79). Analysis of variance demonstrated statistically significant differences among the three groups, with the most positive ratings generally given by students in Hybrid A, and the lowest ratings by students in Hybrid B. These findings may indicate that students prefer the convenience of not being required to come to campus for class. <p>Positive comments on the open-ended questions focused on the accessibility, flexibility and convenience of the online course materials, complemented by the opportunity to clarify areas of confusion during face-to-face sessions with the instructor. Negative comments focused on technological problems, as well as the preference that some students had for face-to-face instruction.en_GB
dc.subjectBlended learningen_GB
dc.subjectNursing research courseen_GB
dc.date.available2014-05-13T16:44:07Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:44:07Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_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. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription.  Contact your library for assistance in obtaining the as-published articleen_GB
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