scholarly journals Critical Thinking in the Online Nursing Education Setting: Raising the Bar

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Lorraine Carter ◽  
Ellen Rukholm ◽  
Sharolynn Mossey ◽  
Gloria Viverais- Dresler ◽  
Debra Bakker ◽  
...  
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Nursing Education ◽  
Learning Environment ◽  
Health Assessment ◽  
Ways Of Knowing ◽  
Online Learning Environment ◽  
Asynchronous Online Learning ◽  
Written Assignments ◽  
Nursing Health

This article explores the effectiveness of writing to help nurse-learners develop critical thinking in an asynchronous, online learning environment. The formal written assignments of students in an online nursing health assessment program were analyzed for evidence of critical thinking according to Johns’ Model of Structured Reflection (Johns, 1995) based on Carper’s Ways of Knowing in Nursing (Carper, 1978), as well as for growth in discipline-specific writing. Informal contributions by participants and the instructor were studied for evidence of interaction. Results indicated that the online learning environment provided an effective forum that facilitated critical thinking and reflection through writing.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

Effects of metacognitive guidance on critical thinking disposition

2015 ◽  
Vol 5 (2) ◽  
pp. 133-148 ◽  
Author(s):  
Halil İbrahim Akyüz ◽  
Serap Samsa Yetik ◽  
Hafize Keser
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Critical Thinking ◽  
Learning Environment ◽  
Average Score ◽  
Control Group ◽  
Online Learning Environment ◽  
Critical Thinking Disposition ◽  
Thinking Disposition ◽  
Metacognitive Guidance

The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in developing critical thinking among preservice teachers.

scholarly journals New Normal in Nursing Education: Sophomore Students’ Expectations of and Readiness for Online Learning in the Era of COVID-19 Pandemic

2021 ◽  
Author(s):  
Ryan Michael Flores Oducado
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Online Learning Environment ◽  
New Normal ◽  
High Expectations ◽  
Income Status ◽  
Learning Platform ◽  
New Learning

Background: The global disruption of the COVID-19 outbreak in education has resulted in a new normal in how education is delivered. Traditional face-to-face nursing education has suddenly transitioned into a remote and online learning environment to help mitigate virus transmission. Students’ anticipations and how set they are in this new learning platform should be investigated. Objective: This study determined the expectations of and readiness for online learning of sophomore nursing students in one nursing school in a developing country. Methods: This study employed a cross-sectional research design. The Student Expectations of Online Learning Survey (SEOLS) and Online Learning Readiness Scale (OLRS) were the instruments used to gather data administered online. Descriptive statistics and non-parametric statistical tests were used in the data analysis. Results: Nursing students had high proficiency with technology but more than one-fourth had an unstable Internet connection. Nursing students generally had high expectations of and readiness for online learning. Although high, expectations about social interactions in the online learning environment obtained the lowest mean score among the five subscales of the SEOLS. Readiness for online learning significantly differed based on family income status and Internet stability. Bivariate analysis indicated a significant positive correlation between students’ expectations and readiness for online learning. Conclusions: Students’ expectations may play a role in students’ readiness for online learning. This study suggests that while students appear ready to take on online learning, the different students’ circumstances along with the challenges associated with online learning such as limited internet connectivity must be properly addressed. It may be necessary for nursing schools to meet students’ expectations in the new learning environment to fully maximize learning and facilitate success and learner readiness in the new normal in nursing education.

scholarly journals Designing an online learning environment for the qualification of teachers: the case of the PAS in the University of Perugia

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Floriana Falcinelli ◽  
Mina De Santis ◽  
Maria Filomia
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Environment ◽  
Blended Learning ◽  
Meaningful Learning ◽  
Online Course ◽  
Online Learning Environment ◽  
Metacognitive Skills ◽  
Training Course ◽  
The University

Abstract The purpose of this paper is to analyse the experience of blended learning conducted in the special Path Enabling Course (PAS: training course reserved for staff working in schools for at least 3 years), at the University of Perugia. The research presented aims to investigate whether, and to what extent, the proposed online course has enabled students to experience different forms of meaningful learning, both individually and in groups; and in which courses they have been stimulated by critical thinking, creativity and metacognitive skills.

scholarly journals How people learn in an asynchronous online learning environment: The relationships between graduate students’ learning strategies and learning satisfaction | Comment apprennent les gens dans un environnement d’apprentissage en ligne asynchrone

2016 ◽  
Vol 42 (1) ◽  
Author(s):  
Beomkyu Choi
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Help Seeking ◽  
Metacognitive Strategy ◽  
Online Learning Environment ◽  
Learning Satisfaction ◽  
Asynchronous Online Learning ◽  
How People Learn

The purpose of this study was to examine the relationships between learners’ learning strategies and learning satisfaction in an asynchronous online learning environment, in an attempt to shed some light on how people learn in an online learning environment. One hundred and sixteen graduate students who were taking online learning courses participated in this study. The result revealed that ‘metacognitive strategy’ and ‘time and study environment’ had positive correlations with learners’ satisfaction, while ‘help seeking’ had a negative correlation. The findings of a multiple regression analysis showed that ‘metacognitive strategy’ and ‘peer learning’ led to learners’ satisfaction in an online learning environment. The findings of this study contribute to a better understanding of how successful learning occurs in an online learning environment, and provide recommendations on designing an effective online learning. L’objet de cette étude était d’examiner les relations entre les stratégies d’apprentissage des apprenants et la satisfaction liée à l’apprentissage dans un environnement asynchrone d’apprentissage en ligne, dans le but de faire la lumière sur les façons dont les gens apprennent dans un environnement d’apprentissage en ligne. Cent seize étudiants aux cycles supérieurs qui suivaient des cours en ligne ont pris part à cette étude. Les résultats ont révélé que la « stratégie métacognitive » et « le moment et l’environnement pour l’étude » avaient des corrélations positives avec la satisfaction des apprenants, alors que « demander de l’aide » avait une corrélation négative. Les conclusions d’une analyse de régression multiple ont démontré que la « stratégie métacognitive » et « l’apprentissage entre pairs » avaient des corrélations positives avec la satisfaction des apprenants dans un environnement d’apprentissage en ligne. Les conclusions de cette étude contribuent à une meilleure compréhension des façons dont un apprentissage réussi se produit dans un environnement d’apprentissage en ligne et fournissent des recommandations sur la conception d’un apprentissage en ligne efficace.

Use of Humor in Instructional Multimedia for Asynchronous Online Learning

2022 ◽  
pp. 273-293
Author(s):  
Fatih Erdoğdu ◽  
Ünal Çakıroğlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Process ◽  
Online Learning Environment ◽  
Future Studies ◽  
Instructional Multimedia ◽  
Essential Components ◽  
Asynchronous Online Learning

Since the students themselves are responsible for their learning in the asynchronous online learning process, there needs to be a power attracting them to the online learning environment. Humor, which has an educational power, can be evaluated in this perspective. Instructional multimedia is one of the most essential components in the asynchronous online learning process because it enables students to continue their studies individually. The chapter aims at suggesting a way for designing instructional multimedia using humorous elements for asynchronous online learning. Attention, recall, feedback, and humor breaks can be listed as advantages of integrating humorous elements in instructional multimedia. For this purpose, humorous elements can be easily added to instructional multimedia for asynchronous online learning. This chapter also focuses on the question of how to integrate humorous elements into instructional multimedia and offers various recommendations for future studies within this context.

scholarly journals Teaching The Practice Of Compassion To Nursing Students Within An Online Learning Environment: A Qualitative Study Protocol

2016 ◽  
Vol 9 (4) ◽  
pp. 201-222 ◽  
Author(s):  
Anne Hofmeyer ◽  
Luisa Toffoli ◽  
Rachael Vernon ◽  
Ruth Taylor ◽  
Dorrie Fontaine ◽  
...  
Keyword(s):  
Online Learning ◽  
Nursing Education ◽  
Nursing Students ◽  
Qualitative Study ◽  
Learning Environment ◽  
Study Protocol ◽  
Online Learning Environment ◽  
Free Text ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs ‘anywhere and anytime’. In response to calls to teach compassion in nursing education, there is an abundance of literature concerning classroom teaching, but few online studies.Design: This paper presents a qualitative study protocol to explore the effectiveness of a compassion module taught to undergraduate nursing students within a digital learning environment. The protocol consists of an online knowledge intervention (compassion module) and pre- and post-intervention qualitative questions to explore and describe undergraduate nursing students’ understanding and learning about the practice of compassion toward patients, colleagues and self.Methods: Students will study the online compassion module over a two week period in a theory course in the final year of the Bachelor of Nursing. Students will participate in the study by responding to open-ended questions, administered through SurveyMonkey® before and after studying the online compassion module. Free text responses will be analysed thematically. The researchers will obtain institutional ethical approval.Discussion: This study protocol may generate new knowledge about how nursing students learn compassionate practice within an online learning environment. These findings could be used by nurse leaders and educators to develop empirically supported curricula and workplace cultures to foster the practice of compassion and resilience in the next generation of nurses.

Sign in / Sign up

Export Citation Format

Share Document