The Development of a Conceptual Model Promoting Learners’ Ownership in an Online Learning Environment

Casim, Divina C.; Yang, Yong-Chil

doi:10.5539/ass.v9n1p9

Cited by 1 publication

(1 citation statement)

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“…In the decision-making process, this research identified five motivational factors that activate the nursing students’ cognitive processes of learning and influence the nursing students’ intentionality. 26 A systematic review and meta-analysis of psychological factors related to university students’ learning revealed a domain named ‘sources of motivation’, which represents a learner’s motivational reasons to engage in his/her learning process. 27 This domain was further divided into two categories—intrinsic and extrinsic motivations.…”

Section: Discussionmentioning

confidence: 99%

How do Korean nursing students build knowledge? A constructivist grounded theory study

et al. 2018

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IntroductionNursing is a knowledge-intensive profession. Therefore, to cope with the demands of the nursing role, nursing students need to become competent in managing information to build nursing knowledge. However, nursing students’ knowledge building process is poorly understood. This research aimed to explore (1) nursing students’ dynamics of how they process nursing information for knowledge building and (2) nursing students’ learning context in South Korea for their knowledge building.MethodsA constructivist grounded theory approach was used for this research. Data collection was achieved through four rounds of intensive individual and group interviews with 16 fourth year nursing students in South Korea. The collected data were coded by initial, focused and theoretical coding methods. Constant comparison analysis between data, codes, memos and categories was applied.ResultsThis research identified knowledge building dynamics consisting of three cognitive processes: connecting with information, deciding to accept information and building knowledge. Five motivational factors, including learners’ interest, necessity of information, volition to learn, utility of information and the frequency of information that influence the processes were discovered. Moreover, four knowledge stages of memorising, understanding, synthesising and applying and creating emerged.ConclusionsThis is the first empirical study on knowledge building dynamics in educational environments for healthcare professionals. The findings of this research provide nursing educators with a practical model that can be used to improve nursing curricula in facilitating students’ knowledge building processes. Moreover, a deeper understanding of sociocultural influences on nursing education can assist educators to adapt and generalise the findings to their pedagogical contexts, providing a culturally sensitive and relevant approach to nursing education.

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Section: Discussionmentioning

confidence: 99%