Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study

McSwiggan, Linda; Campbell, Maureen

doi:10.1016/j.nedt.2016.11.021

Cited by 26 publications

(40 citation statements)

References 24 publications

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“…The attitudes of the secondary school students related to selfconcept and value of technology were not very high compared to the findings of Britner and Pajares (2006), but were similar to those of Brown et al (2016). The students' ratings were mostly 4 (somewhat agree), with large standard deviations for items pertaining to interest ( Table 1).…”

Section: Quantitative Analysissupporting

confidence: 84%

Explaining Secondary Students’ Career Intentions for Technology and Engineering Jobs Using an Expectancy-Value Model

2020

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This research presents an empirical model based on expectancy-value theory to explain students' attitudes toward science-based technology. The question is how students' attitudes are connected with their aspirations for a career in the technology and engineering fields. There is a high demand for technology professionals, but students' interest in such careers is low. The context of this study is a cooperation project involving local industry and Swiss secondary schools that aims to foster students' interest in science-based technology. We conducted a mix-methods study with a sample of 337 students in secondary school (grades 7-9) and 12 science teachers. Based on the questionnaire data, we created a structural equation model to analyze the relationships between students' expectancy-value attitudes and career interests. Context variables, such as gender, parents' professions, and having a workshop at home complement the model. With the help of the data collected in the teacher interviews, the results were validated and elaborated. The findings indicate students' attitudes and interest in science-based technology were rather low in general, and as expected, they were significantly lower for girls. Our 2-factor empirical model showed a stronger focus on application than on theory. Self-concept and values were predictors of career interests, but not of interest in applied science. Context variables also played a significant role. Triangulation of the data helped validate the measured constructs. In conclusion, our results indicate that school science lessons might not offer sufficient experiences in applied science to secondary school students. Interest in a career in the technology and engineering fields can be triggered by integrating more engineering experiences in the science classroom.

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Section: Quantitative Analysissupporting

confidence: 84%

Explaining Secondary Students’ Career Intentions for Technology and Engineering Jobs Using an Expectancy-Value Model

2020

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“…Social cognitive career theory regards self-efficacy as the central variable that predicts career outcomes, such as interests, intentions, and goals. This association between self-efficacy and academic/career outcomes has been supported by research in educational psychology and counseling psychology (e.g., Gainor and Lent, 1998 ; Britner and Pajares, 2006 ; Estrada et al, 2011 ). That is, research generally supports that how efficacious a person feels toward his or her academic performance and chosen career path influences the individual’s actual achievement.…”

Section: Introductionmentioning

confidence: 65%

Math Self-Efficacy and STEM Intentions: A Person-Centered Approach

2018

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Research pertaining to STEM interest and persistence continues to be a top priority in the educational research arena. The current study employed a person-centered approach to examine the impact of math self-efficacy and various distal predictors, such as individuals’ demographic information, beliefs about math, and social group identification, on STEM interest and intentions. Specifically, we conducted a latent profile analysis (LPA), thereby inferring three homogeneous subgroups of individuals or latent classes from their response patterns on the 18-item sources of math self-efficacy measure. Our analyses showed that individuals’ ethnicity, implicit theories of math ability, and other group orientation were predictive of class membership (Mastery, Moderate, and Unconfident). We also found that there were significant differences in interest in STEM subjects, interest in STEM activities, individuals’ majors, and retention grade point average across the three latent classes. Our findings support the importance of math self-efficacy in choice of major as well as overall academic performance regardless of whether a student is in a STEM field or a non-STEM field.

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“…Studies were included if they contained participants who were involved in tertiary education, and reported on their views in relation to non-text student feedback methods (including individual audio, group podcast, video, screencasts). A podcast is a digital audio file which students are able to download to a computer or mobile device (McSwiggan and Campbell, 2017). "Screencast" refers to technology which enables digital recording of the computer screen where the submitted assignment is displayed with the addition of audio comments by the marker (Marriott and Teoh, 2012).…”

Section: Inclusion Criteriamentioning

confidence: 99%

“…Sample sizes ranged from 5 to 126 participants, and age range and gender were not consistently reported by the included studies. For those studies which did report age, participants were between 18 and 49 years of age (MacGregor et al, 2011;McSwiggan and Campbell, 2017). Four studies reported on gender, totalling22 males and 37 females (Sipple, 2007;MacGregor et al, 2011;Cavanaugh and Song, 2014;McSwiggan and Campbell, 2017).…”

Section: Qualitative Synthesismentioning

confidence: 99%

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‘It was all in your voice’ - Tertiary student perceptions of alternative feedback modes (audio, video, podcast, and screencast): A qualitative literature review

Killingback

Ahmed

Williams

2019

Nurse Education Today

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BackgroundFeedback is an integral part of teaching and learning with written comments being one of the most widely used methods of providing student feedback. From the student perspective, written feedback has been seen as limited in terms of its quality, vague nature and lack of clear examples with feedforward. Alternative feedback modes (including audio, video, podcasts, and screencast feedback) have been suggested as a means of enhancing feedback. ObjectiveThe purpose of this qualitative literature review is to synthesise the views of tertiary students on alternative feedback modes. Review methodsSearches were carried out in five online scientific databases (ERIC, Education Source, PsycINFO, Teacher Reference Center, and CINAHL Complete). Potentially relevant studies were screened against the inclusion/ exclusion criteria. Data were extracted using customised data extraction forms.The qualitative findings section of each included study underwent thematic synthesis. ResultsA total of 450 studies were identified through the search strategy. Ten studies met the inclusion criteria. Five themes were identified: belonging; greater comprehension from non-verbal aspects of communication; individualised and personal; technical/ practical technology aspects; and circumstances and context. ConclusionAlternative feedback modes help students achieve a greater level of comprehension of feedback, with feedback that was more personalised. The alternative feedback modes promote a sense of belonging in relation to the programme of study and in relation to teaching staff. Educators should consider the use of innovative media approaches which could enhance and improve the quality of the student feedback experience.

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Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study

Cited by 26 publications

References 24 publications

Explaining Secondary Students’ Career Intentions for Technology and Engineering Jobs Using an Expectancy-Value Model

Explaining Secondary Students’ Career Intentions for Technology and Engineering Jobs Using an Expectancy-Value Model

Math Self-Efficacy and STEM Intentions: A Person-Centered Approach

‘It was all in your voice’ - Tertiary student perceptions of alternative feedback modes (audio, video, podcast, and screencast): A qualitative literature review

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