J Korean Acad Soc Nurs Educ.  2014 Nov;20(4):577-586. 10.5977/jkasne.2014.20.4.577.

Effect of Online Collaborative Learning Strategies on Nursing Student Interaction Patterns, Task Performance and Learning Attitude in Web Based Team Learning Environments

• Lee SO
• Suh M

• KMID: 2327538
• DOI: http://doi.org/10.5977/jkasne.2014.20.4.577

Abstract

PURPOSE
This study investigates patterns of small group interaction and examines the influence among graduate nursing students of online collaborative learning strategies on small group interaction patterns, task performance and learning attitude in web-based team learning environments.
METHODS
To analyze patterns of small group interaction, group discussion dialogues were reviewed by two instructors. Groups were divided into two categories depending on the type of feedback given (passive or active). For task performance, evaluation of learning processes and numbers of postings were examined. Learning attitude toward group study and coursework were measured via scales.
RESULTS
Explorative interactions were still low among graduate nursing students. Among the students given active feedback, considerable individual variability in interaction frequency was revealed and some students did not show any specific type of interaction pattern. Whether given active or passive feedback, groups exhibited no significant differences in terms of task performance and learning attitude. Also, frequent group interaction was significantly related to greater task performance.
CONCLUSION
Active feedback strategies should be modified to improve task performance and learning attitude among graduate nursing students.

Keyword

Nursing education; Distance learning; Group process; Task performance; Attitude

MeSH Terms

Education, Distance
Education, Nursing
Group Processes
Humans
Learning*
Students, Nursing*
Task Performance and Analysis*
Weights and Measures