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Bingen, Hanne Maria; Aasbrenn, Martin

doi:10.3402/uniped.v35i3.19890

Cited by 5 publications

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“…Similar to Diep et al (2016), we found that the students needed time and the opportunity to build a trusting relationship and to develop a group culture in which learning could take place in a social context. A previous study indicated a mutual self-reinforcement between increased participation in asynchronous written collaboration and an increased sense of group community (Bingen & Aasbrenn, 2012).…”

Section: Teachers's Vs Students' Rolesmentioning

confidence: 93%

Collaborative Online Learning Using a Blended Learning Design for a Physiology Course in Nursing Education

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Steindal

Bingen

2021

seminar

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Background: This paper is based on implementation of Salmon’s model for online collaborative learning in a blended learning context for part-time nursing students at a Norwegian university. Objectives: The aim of this study was to explore and describe students’ experiences and to assess the relevance of Salmon’s model applied in a blended learning course in physiology. Methods: The study used a qualitative descriptive design. Data were collected from students enrolled in a physiology course in 2011 and 2012. Qualitative data came from survey and focus group interviews. Findings: Three themes emerged from this study: participation in both steps of the two-step design is important but challenging; online socialisation and a sense of group community support student participation and learning in group e-tivities; and the students’ perception of responsibility when collaborating online. Conclusions: The teacher’s facilitation of online socialisation, participation, collaboration, feedback and intervention promoted a sense of community and was crucial for the students’ learning of physiology. However, a lack of confidence concerning professional physiology knowledge led to a greater dependency on the teacher than Salmon’s model suggests. The model may have limited potential in physiology, which requires causal reasoning. We suggest combining Salmon’s asynchronous model with synchronous activities.

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