Student Perspectives: Discussion Boards as Learning Strategies in Online Accelerated Nursing Courses

2021 ◽  
Vol 60 (7) ◽  
pp. 419-421
Author(s):  
Melissa Scott ◽  
Stephanie L. Turrise
Keyword(s):  
Learning Strategies ◽  
Student Perspectives ◽  
Discussion Boards ◽  
Nursing Courses

Web-Based Implementation of the Personalised System of Instruction

2010 ◽  
pp. 1075-1101
Author(s):  
Willem-Paul Brinkman ◽  
Andrew Rae ◽  
Yogesh K. Dwivedi
Keyword(s):  
Learning Strategies ◽  
Discrete Mathematics ◽  
Discussion Boards ◽  
Web Based ◽  
Learning Assessments ◽  
Online Tools ◽  
Diary Studies ◽  
And Performance ◽  
Behaviour Learning

This article presents a case study of a university discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the personalised system of instruction (PSI) modified to take advantage of an OLE. Students’ learning is examined over a period of two years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes and performance, both qualitative and quantitative techniques were used in a mixed methodology approach, including in-depth interviews (N = 9), controlled laboratory observations (N = 8), surveys (N = 243), diary studies (N = 10), classroom observations, recording online usage behaviour, and learning assessments. The paper aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.

scholarly journals A good sine? Seeking math help using crowdsourced online discussion boards

2019 ◽  
Vol 17 (1) ◽  
pp. 78-93
Author(s):  
Ann Y Kim ◽  
Ian Thacker
Keyword(s):  
Learning Strategies ◽  
Online Discussion ◽  
Discussion Board ◽  
Discussion Boards ◽  
Self Regulated Learning ◽  
Online Discussion Board ◽  
Asynchronous Online Discussion ◽  
One Year ◽  
Khan Academy

We examined asynchronous online discussion boards, specifically those that are unmediated by teacher figures, to identify characteristics of these spaces that support or constrain students as they seek help in mathematics. We analyzed 86 questions and 114 associated responses posted to two Khan Academy discussion boards centered around two related trigonometry lessons. The platform created a space where students could ask a variety of questions ranging from those requesting math definitions and explanations of math procedures to justifications for why formulas are true. However, crowdsourced replies to questions were delayed, sometimes taking more than one year for a reply to be posted; content of student replies did not always match the content of the questions posed; and the quality of the replies varied considerably, some replies were helpful or resourceful while others were incorrect or vague. These challenges seemed connected to the unmediated nature of this type of asynchronous online discussion board. We argue that this online learning environment demands additional self-regulated learning strategies such as awareness of one’s needs and the timeframe in which they must be met. We also discuss implications for research and practice.

scholarly journals Utilizing Human Patient Simulators (HPS) To Meet Learning Objectives Across Concurrent Core Nursing Courses: A Pilot Study

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Charman L. Miller ◽  
Camille Leadingham ◽  
Ronald Vance
Keyword(s):  
Pilot Study ◽  
Learning Strategies ◽  
Associate Degree ◽  
Teaching Strategy ◽  
Patient Simulation ◽  
Human Patient ◽  
Human Patient Simulators ◽  
Patient Simulators ◽  
Active Learning Strategies ◽  
Nursing Courses

Associate Degree Nursing (ADN) faculty are challenged by the monumental responsibility of preparing students to function as safe, professional nurses in a two year course of study.   Advances in computer technology and emphasis on integrating technology and active learning strategies into existing course structures have prompted many nurse educators to explore the use of Human Patient Simulation (HPS) utilizing high-fidelity human patient simulators.  This pilot study was designed to assist ADN faculty to determine students’ perceptions regarding the use of HPS scenarios as a teaching strategy to meet course objectives across multiple core ADN nursing courses in a single quarter.

The Utility of Disruptive Technologies in Interprofessional Education

2010 ◽  
pp. 190-203 ◽  
Author(s):  
Maggie Hutchings ◽  
Anne Quinney ◽  
Janet Scammell
Keyword(s):  
Transformative Learning ◽  
Learning Strategies ◽  
Cultural Change ◽  
Interprofessional Education ◽  
Learning Objects ◽  
Future Research ◽  
Discussion Boards ◽  
Educational Benefits ◽  
Face To Face ◽  
E Learning

This chapter will consider the educational benefits and challenges of introducing e-learning objects within an interprofessional curriculum. It examines the tensions of curriculum development as content or process-driven in the context of facilitating interactive learning using blended learning strategies which combine online and face-to-face interactions. This chapter draws upon an evaluation of student and staff experiences of an interprofessional curriculum incorporating health and social care users and carers as case scenarios in a web-based simulated community, Wessex Bay, and highlights congruent and disruptive factors in negotiating transformative learning and cultural change. It draws conclusions and recommendations for informing practice in interprofessional education and suggests directions for future research to inform the substance (interprofessional case scenarios) and spaces (discussion boards, chat rooms, classroom) for collaborative learning in an interprofessional curriculum.

Meeting the At-Risk Challenge: Empowering Nursing Students Through Mentoring

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Lori L. Candela ◽  
Susan Kowalski ◽  
Dianne Cyrkiel ◽  
Deborah Warner
Keyword(s):  
At Risk ◽  
Nursing Students ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Nursing Faculty ◽  
At Risk Students ◽  
Learning Gain ◽  
Nursing Courses ◽  
The University ◽  
Faculty Mentors

Wanting to improve student retention, progression, and graduation, the nursing faculty of the University of Nevada, Las Vegas developed a program for undergraduate students. Designated faculty mentors are available for academically at-risk students, or any student wanting to improve learning skills. Through mentoring sessions, students are helped to assess their learning difficulties, develop individualized prescription plans for learning, gain support during implementation of learning strategies, and evaluate results. Implemented in 2002, the program reflects positive outcomes. Of the 29 students who were referred to the program, only 3 were unsuccessful in passing their nursing courses. Student evaluations of the program reflect the value of the mentoring experience. The program has subsequently developed in the areas of advertising, diagnostic student testing, and student access to support resources.

scholarly journals Learning how to learn: can embedded discussion boards help first-year students discover new learning strategies?

2020 ◽  
Vol 44 (1) ◽  
pp. 1-8
Author(s):  
Louise Ainscough ◽  
Richard Leung ◽  
Kay Colthorpe
Keyword(s):  
Learning Strategies ◽  
System Integration ◽  
Discussion Board ◽  
First Year ◽  
Discussion Boards ◽  
First Year Students ◽  
Anatomy And Physiology ◽  
New Learning ◽  
Self Discovery ◽  
New Strategies

Learning anatomy and physiology at university can be challenging, as students need to understand both the language of the discipline and complex topics, such as system integration. Yet learning strategies are rarely taught at university, making it difficult for students to adopt new strategies, if their approach to learning has not been effective or efficient. This study evaluated the use of small-group peer discussion boards as an avenue for sharing learning strategies between students in a first-year anatomy and physiology course. The majority of students (91%) identified strategies from the discussion board worth trying before they completed the midsemester exam. The most frequently reported type of strategy was transforming records. By the end of semester, 76% of students had adopted at least one new strategy; however, these students performed significantly worse on the exam compared with students who did not adopt new strategies. The students who adopted new strategies learned about them from peers (33%), the discussion board (32%), or through self-discovery (32%). The majority of students (83%) found the discussion boards to be useful as a source of new learning strategies and for insight into how others learn. Although the discussion boards provided an avenue for students to learn about new strategies from each other, further guidance from instructors may be required to help students evaluate the effectiveness of these learning strategies.

Computer-Aided Personalised System of Instruction for Teaching Mathematics in an Online Learning Environment

2009 ◽  
pp. 271-299 ◽  
Author(s):  
Willem-Paul Brinkman ◽  
Andrew Rae ◽  
Yogesh Kumar Dwivedi
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Discrete Mathematics ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Learning Assessments ◽  
Online Tools ◽  
And Performance ◽  
Behaviour Learning

This paper presents a case study of a university’s discrete mathematics course with over 170 students who had access to an online learning environment (OLE) that included a variety of online tools, such as videos, self-tests, discussion boards, and lecture notes. The course is based on the ideas of the Personalised System of Instruction (PSI) modified to take advantage of an OLE. Students’ learning is initially examined over a period of 2 years, and compared with that in a more traditionally taught part of the course. To examine students’ behaviour, learning strategies, attitudes, and performance, both qualitative and quantitative techniques, were used as a mixed methodology approach, including in-depth interviews (N=9), controlled laboratory observations (N=8), surveys (N=243), diary studies (N=10), classroom observations, recording online usage behaviour, and learning assessments. In addition, students’ attitude and performance in 2 consecutive years where PSI was applied to the entire course provides further understanding that is again in favour of PSI in the context of OLE. This chapter aims to increase understanding of whether PSI, supported by an OLE, could enhance student appreciation and achievement as findings suggest.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

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