Critical Thinking Instruction and Technology-Enhanced Learning From the Student Perspective

2.50
Hdl Handle:
http://hdl.handle.net/10755/603820
Category:
Full-text
Type:
Poster
Title:
Critical Thinking Instruction and Technology-Enhanced Learning From the Student Perspective
Author(s):
Swart, Ruth
Lead Author STTI Affiliation:
Non-member
Author Details:
Ruth Swart, RN, rswart@ucalgary.ca
Abstract:
Session presented on Saturday, April 9, 2016, and Friday, April 8, 2016: A mixed methods research study examining critical thinking development within technology-enhanced learning environments was implemented with undergraduate nursing students. Critical thinking and informational and communication technology literacy are important assets for students graduating from today’s educational settings to competently and efficiently perform in the professional arena (Roschelle, Bakia, Toyama, & Patton, 2011). The capability to think critically is essential in the complex, fast-paced health care settings where patient situations are diverse, complicated and rapidly changing (Romeo, 2013). A blended learning approach, encompassing two technology-enhanced learning environments, was structured on the Community of Inquiry framework (Garrison, 2011) to support the development of critical thinking: a classroom response system face-to-face in-class and an online discussion forum out-of-class.  The Community of Inquiry framework incorporates constructive collaborative inquiry to facilitate the establishment of a supportive environment for critical thinking development (Garrison, 2011). To gather data from the students’ perspectives, they were surveyed with closed and open-ended questions to ascertain engagement in critical thinking development and preferences of learning methods as supported through the technology-enhanced settings. Qualitative content analysis was implemented to assess for critical thinking demonstration through the online discussion forum exchanges. Pre-and posttesting was also included to assess for changes in students’ critical thinking. The use of various data sources and analyses aimed to provide a comprehensive understanding of nursing student critical thinking development and engagement with technology-enhanced learning environments. The study findings revealed students’ appreciation for critical thinking instruction intentionally integrated into the course and aligned with subject-specific content. Inquiry and application of course material to professional practice engendered relevance for student learning. Students identified questions they deemed helpful to their development of critical thinking, facilitating their capability to connect course material to their practice settings. Notably, the findings are limited to the nursing students who participated in the research study, however the instructional strategies and technology-enhanced learning acknowledged as beneficial can provide basis for course design and implementation for the development of critical thinking.
Keywords:
Critical thinking; Instructional strategies; Course design
Repository Posting Date:
29-Mar-2016
Date of Publication:
29-Mar-2016
Other Identifiers:
NERC16PST75
Conference Date:
2016
Conference Name:
Nursing Education Research Conference 2016
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing, and National League for Nursing
Conference Location:
Washington, DC
Description:
Nursing Education Research Conference Theme: Research as a Catalyst for Transformative Practice

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typePosteren
dc.titleCritical Thinking Instruction and Technology-Enhanced Learning From the Student Perspectiveen
dc.contributor.authorSwart, Ruthen
dc.contributor.departmentNon-memberen
dc.author.detailsRuth Swart, RN, rswart@ucalgary.caen
dc.identifier.urihttp://hdl.handle.net/10755/603820en
dc.description.abstractSession presented on Saturday, April 9, 2016, and Friday, April 8, 2016: A mixed methods research study examining critical thinking development within technology-enhanced learning environments was implemented with undergraduate nursing students. Critical thinking and informational and communication technology literacy are important assets for students graduating from today’s educational settings to competently and efficiently perform in the professional arena (Roschelle, Bakia, Toyama, & Patton, 2011). The capability to think critically is essential in the complex, fast-paced health care settings where patient situations are diverse, complicated and rapidly changing (Romeo, 2013). A blended learning approach, encompassing two technology-enhanced learning environments, was structured on the Community of Inquiry framework (Garrison, 2011) to support the development of critical thinking: a classroom response system face-to-face in-class and an online discussion forum out-of-class.  The Community of Inquiry framework incorporates constructive collaborative inquiry to facilitate the establishment of a supportive environment for critical thinking development (Garrison, 2011). To gather data from the students’ perspectives, they were surveyed with closed and open-ended questions to ascertain engagement in critical thinking development and preferences of learning methods as supported through the technology-enhanced settings. Qualitative content analysis was implemented to assess for critical thinking demonstration through the online discussion forum exchanges. Pre-and posttesting was also included to assess for changes in students’ critical thinking. The use of various data sources and analyses aimed to provide a comprehensive understanding of nursing student critical thinking development and engagement with technology-enhanced learning environments. The study findings revealed students’ appreciation for critical thinking instruction intentionally integrated into the course and aligned with subject-specific content. Inquiry and application of course material to professional practice engendered relevance for student learning. Students identified questions they deemed helpful to their development of critical thinking, facilitating their capability to connect course material to their practice settings. Notably, the findings are limited to the nursing students who participated in the research study, however the instructional strategies and technology-enhanced learning acknowledged as beneficial can provide basis for course design and implementation for the development of critical thinking.en
dc.subjectCritical thinkingen
dc.subjectInstructional strategiesen
dc.subjectCourse designen
dc.date.available2016-03-29T13:10:35Zen
dc.date.issued2016-03-29en
dc.date.accessioned2016-03-29T13:10:35Zen
dc.conference.date2016en
dc.conference.nameNursing Education Research Conference 2016en
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursing, and National League for Nursingen
dc.conference.locationWashington, DCen
dc.descriptionNursing Education Research Conference Theme: Research as a Catalyst for Transformative Practiceen
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