Collaborative Online Learning Using a Blended Learning Design for a Physiology Course in Nursing Education.
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| Title: | Collaborative Online Learning Using a Blended Learning Design for a Physiology Course in Nursing Education. |
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| Authors: | Lid, Reidun1 ReidunElisabeth.Lid@vid.no, Steindal, Simen A.2 simen.alexander.steindal@ldh.no, Bingen, Hanne Maria1 hanne.maria.bingen@vid.no |
| Source: | Seminar.Net: Media, Technology & Life-Long Learning. 2021, Vol. 17 Issue 1, p1-27. 27p. 4 Charts. |
| Subject Terms: | *Blended learning, *Physiology education, *Nursing education, *Collaborative learning, *Online education, *Student attitudes |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15044831 |
| DOI: | 10.7577/seminar.3599 |
