Comparison of Blended Practicum Combined E-learning between Cooperative and Individual Learning on Learning Outcomes

Abstract

Purpose: This study was conducted to compare blended practicum with clinical and lab combined e-learning between cooperative and individual group on learning outcomes. Method: A total of 63 junior Nursing students were recruited from C University in G city from May, 2012 to June, 2012. Ten hours lab practicum for two weeks was provided for both two groups during the period of adult nursing practicum. Prior to blended practicum, e-learning was conducted. For cooperative group, two hours off line team learning with a tutor for eight weeks was provided, in other hands, for individual group, any off line team learning was not provided and self study on line was not evaluated by the tutor. Results: The result of ANCOVA showed that critical thinking and self directed learning were significantly improved in the individual group compared to the cooperative group (F=-18.15, p<.001; F=28.12, p<.001). In other hands, clinical competence was significantly higher in the cooperative group than in the individual group (F=16.61, p<.001). Conclusion: Through development of self-leaning facilitating online contents, the blended practicum combined e-learning could be effective in critical thinking, self-directed learning and clinical competence. Further studies about e-learning strategies of off-line learning are still needed.

Effects of Self-directed Feedback Practice using Smartphone Videos on Basic Nursing Skills, Confidence in Performance and Learning Satisfaction

“…www.kan.or.kr 이슬기 · 신윤희 교육의 중요성이 어느 때 보다 강조되고 있다 [3]. 특히, 앞으로 환자 에게 안전한 간호를 제공해야 할 의무가 있는 간호학생의 정확한 기 본간호수기 수행은 필수적인 것으로 [1], 한국간호교육평가원(Korea [5].…”

Analysis of student attitudes towards cooperative learning in a collectivist culture: a case of South Korea

“…This might make South Korea a place where it is challenging to implement cooperative learning. However, cooperative learning has been attracting the attention of South Korean educators and is being actively studied in different levels from elementary to higher education, in diverse disciplines from science to nursing education (Choi et al. , 2014; Kim, 2018; Kim, 2021; Lee and Osman, 2021; Park, 2010a; Park, 2010b).…”

“…This might make South Korea a place where it is challenging to implement cooperative learning. However, cooperative learning has been attracting the attention of South Korean educators and is being actively studied in different levels from elementary to higher education, in diverse disciplines from science to nursing education (Choi et al, 2014;Kim, 2018;Kim, 2021;Lee and Osman, 2021;Park, 2010a;Park, 2010b). Kim (2018) investigated the effects of Korean Middle School students' relationship in a science class in which cooperative learning was employed and found that cooperative learning promoted interaction among students.…”

“…Ahn (2011) also could not find any significant impact on academic achievement in a study where the impact of cooperative learning in the context of economics was investigated. In another study which compared cooperative and traditional learning in a blended learning environment, Choi et al (2014) found that critical thinking and self-directed learning were significantly enhanced in traditional individual learners whereas practical skills are significantly improved in cooperative learning students. Thus, different studies have different contrary results, and it means that cooperative learning should be continued to study in detail for the South Korea context.…”

Analyzing The Student Experiment Psychomotor Abilities

“…Practicum is a learning method that help student to understand more concept by direct interaction between student, instrument, and science material [2]. It also improves student intellectual skills by observation and gathering information.…”