Nursing students' perception of a web-based intervention to support learning

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dc.contributor.author Koch, J
dc.contributor.author Andrew, S
dc.contributor.author Salamonson, Y
dc.contributor.author Everett, B
dc.contributor.author Davidson, PM
dc.date.accessioned 2011-02-07T06:24:48Z
dc.date.issued 2010-08
dc.identifier.citation Nurse Education Today, 2010, 30 (6), pp. 584 - 590
dc.identifier.issn 0260-6917
dc.identifier.other C1 en_US
dc.identifier.uri http://hdl.handle.net/10453/13798
dc.description.abstract Tailoring information to the needs of the learner is an important strategy in contemporary education settings. Web-based learning support, informed by multimedia theory, comprising interactive quizzes, glossaries with audio, short narrated Power Point® presentations, animations and digitised video clips were introduced in a first year Bachelor of Nursing biological sciences subject at a university in metropolitan Sydney. All students enrolled in this unit were invited to obtain access to the site and the number of hits to the site was recorded using the student tracking facility available on WebCT, an online course delivery tool adopted widely by many educational institutions and used in this study. Eighty-five percent of students enrolled in the subject accessed the learning support site. Students' perception of the value of a learning support site was assessed using a web-based survey. The survey was completed by 123 participants, representing a response rate of 22%. Three themes emerged from the qualitative data concerning nursing students' perception of the web-based activities: 'enhances my learning', 'study at my own pace', and 'about the activities: what I really liked/disliked'. Web-based interventions, supplementing a traditionally presented nursing science course were perceived by students to be beneficial in both learning and language development. Although students value interactive, multimedia learning they were not ready to completely abandon traditional modes of learning including face-to-face lectures. The findings of this study contribute to an understanding of how web-based resources can be best used to support students' learning in bioscience. © 2009 Elsevier Ltd.
dc.language eng
dc.relation.isbasedon 10.1016/j.nedt.2009.12.005
dc.title Nursing students' perception of a web-based intervention to support learning
dc.type Journal Article
dc.parent Nurse Education Today
dc.journal.volume 6
dc.journal.volume 30
dc.journal.number 6 en_US
dc.publocation Edinburgh en_US
dc.publocation USA
dc.identifier.startpage 584 en_US
dc.identifier.endpage 590 en_US
dc.cauo.name FOH.Faculty of Health en_US
dc.conference Verified OK en_US
dc.conference International Conference on Intelligent Engineering Systems
dc.for 1110 Nursing
dc.personcode 107686
dc.personcode 110950
dc.percentage 100 en_US
dc.classification.name Nursing en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.date.activity 2010-05-05
dc.location.activity ISI:000280627000018 en_US
dc.location.activity Canary Islands, Spain
dc.description.keywords Bioscience
dc.description.keywords Blended learning
dc.description.keywords English as a second language (ESL)
dc.description.keywords Web-based learning
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Health
pubs.organisational-group /University of Technology Sydney/Strength - Health Services and Practice Research
utslib.copyright.status Closed Access
utslib.copyright.date 2015-04-15 12:17:09.805752+10
pubs.consider-herdc true
utslib.collection.history Closed (ID: 3)


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