The digital age: A scoping review of nursing students' perceptions of the use of online discussion boards

Massey, Debbie; Johnston, Amy N.B.; Byrne, Jacqueline; Osborne, Debora

doi:10.1016/j.nedt.2019.06.013

Cited by 9 publications

(10 citation statements)

References 28 publications

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“…In addition, the video also effectively influences the interests of trainees by considering the narrative delivery of information, choosing a good communicator, creating visual instruments that amplify the message and adapt the message to the local cultural and social context. More reviews explains that video use helps develop clinical skills, and video is more effectively used on online strategies and blended learning (Downer et al, 2021;Jowsey et al, 2020;Massey et al, 2019;McInerney & Green-Thompson, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Dysphagia Education Through Video on the Level of Knowledge and Screening of Dysphagia and Self-Efficacy of Nurses

Syahrun

Hani²,

Rahayu³

2022

JERE

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This study aims to analyze the effect of dysphagia education through knowledge level videos, dysphagia screening, and nurse self-efficacy. The method used descriptive method of analytic entitle True experimental with pretest and posttest control group design. The number of respondents 35 nurses selected using purposive sampling. Data collection used Self-Administered Questionnaire instrument, Questionnaire Modified Nursing Dysphagia Screen, and Generalized Self-Efficacy Scale (GSE-10) and analyzed using T-test dependent samples. The result was significantly the level of dysphagia knowledge in the control group (p value = 0.017), the video group (p value = 0.002). Significant results also occurred at the knowledge level of dysphagia screening in the video group. Meaningless results occurred in the control group at the knowledge level of dysphagia screening and self-efficacy of nurses, as well as self-efficacy in the video group. As shown in educational research dysphagia through video can affect the level of knowledge and level of knowledge of dysphagia screening but is not able to influence the self-efficacy of nurses.

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Section: Discussionmentioning

confidence: 99%

The Effect of Dysphagia Education Through Video on the Level of Knowledge and Screening of Dysphagia and Self-Efficacy of Nurses

Syahrun

Hani²,

Rahayu³

2022

JERE

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“…Online learning offers many benefits to students. These range from flexibility of location and time, scheduling ease, access to courses at other institutions, an opportunity to review and reflect on discussion content, positive educational experiences, and overall strong assessment results and achievement (Alzahrani, 2017;Delahunty, 2018;Koszalka et al, 2021;Massey et al, 2019;Niinivaara & Vaattovaara, 2018;Ronto et al, 2021;Wang, 2019). Facilitators should work toward establishing a collaborative learning space wherein frequent interaction, meaningful discussion and interactions among the group, and enforcement of guidelines such as respectful conduct (Osborne et al, 2018) exist to promote a healthy online community that fosters student learning and success.…”

Section: Introductionmentioning

confidence: 99%

Large Discussion Groups’ Impact on Engagement and Community

Costello,

Rohr

2024

FCE

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To address the solitary nature of online learning, asynchronous micro discussion tools can be implemented to enrich students’ learning experiences by encouraging interaction among students, nurturing social presence, and facilitating community development. Students’ experiences using an asynchronous micro discussion tool in online learning were investigated, with a focus on engagement in learning with peers, sense of community, and technology’s effectiveness. Survey data was analyzed from two sections of an online introductory course from 458 postsecondary university students. As part of the course evaluation, students were asked to participate in three, intentionally designed discussions using an asynchronous micro discussion tool. In each instance, the discussion topic was tightly linked to course content, promoting collaborative, reflective learning. Results indicated that while students felt that learning through asynchronous micro discussions was effective, they did not feel a strong sense of community using this method. However, students who experienced increased engagement also reported having a better understanding of the course material, fewer technological issues, and felt a stronger peer-to-peer connection. Importantly, collaborative learning that increases engagement does not appear to be negatively influenced by large group size in higher education. Given the prevalence of the online learning environment this is valuable course design information.

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Section: Introductionmentioning

confidence: 99%

“…With the increase in online teaching approaches, including nursing education, a new teacher role has developed (Koch, 2014;Massey et al, 2019). Similarly, students' experiences with online learning influence their role as learners in terms of the challenges and opportunities of productive collaborative learning processes (Jeong & Hmelo-Silver, 2016;Massey et al, 2019). The aim of this study was to explore and describe students' experiences and to assess the relevance of Salmon's (2004Salmon's ( , 2011 model applied in a blended learning course in physiology.…”

Section: Introductionmentioning

confidence: 99%

“…Synchronous communication between students and the teacher takes place simultaneously (i.e., in verbal or written dialogues). Asynchronous communication is flexible regarding time and location; the students read and write online when they have the time and opportunity (Massey et al, 2019;Morley, 2012). Asynchronous written communication could give students more time to reflect on the topic discussed (Dysthe & Hertzberg, 2008;Garrison & Kanuka, 2004).…”

Section: Introductionmentioning

confidence: 99%

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

Lid

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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The digital age: A scoping review of nursing students' perceptions of the use of online discussion boards

Cited by 9 publications

References 28 publications

The Effect of Dysphagia Education Through Video on the Level of Knowledge and Screening of Dysphagia and Self-Efficacy of Nurses

The Effect of Dysphagia Education Through Video on the Level of Knowledge and Screening of Dysphagia and Self-Efficacy of Nurses

Large Discussion Groups’ Impact on Engagement and Community

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

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