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] |
| Copyright of Seminar.Net: Media, Technology & Life-Long Learning is the property of Seminar.net and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 150035871 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Collaborative Online Learning Using a Blended Learning Design for a Physiology Course in Nursing Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lid%2C+Reidun%22">Lid, Reidun</searchLink><relatesTo>1</relatesTo><i> ReidunElisabeth.Lid@vid.no</i><br /><searchLink fieldCode="AR" term="%22Steindal%2C+Simen+A%2E%22">Steindal, Simen A.</searchLink><relatesTo>2</relatesTo><i> simen.alexander.steindal@ldh.no</i><br /><searchLink fieldCode="AR" term="%22Bingen%2C+Hanne+Maria%22">Bingen, Hanne Maria</searchLink><relatesTo>1</relatesTo><i> hanne.maria.bingen@vid.no</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Seminar%2ENet%3A+Media%2C+Technology+%26+Life-Long+Learning%22">Seminar.Net: Media, Technology & Life-Long Learning</searchLink>. 2021, Vol. 17 Issue 1, p1-27. 27p. 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Physiology+education%22">Physiology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Nursing+education%22">Nursing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Seminar.Net: Media, Technology & Life-Long Learning is the property of Seminar.net and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=150035871 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.7577/seminar.3599 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 1 Subjects: – SubjectFull: Blended learning Type: general – SubjectFull: Physiology education Type: general – SubjectFull: Nursing education Type: general – SubjectFull: Collaborative learning Type: general – SubjectFull: Online education Type: general – SubjectFull: Student attitudes Type: general Titles: – TitleFull: Collaborative Online Learning Using a Blended Learning Design for a Physiology Course in Nursing Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lid, Reidun – PersonEntity: Name: NameFull: Steindal, Simen A. – PersonEntity: Name: NameFull: Bingen, Hanne Maria IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 15044831 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: Seminar.Net: Media, Technology & Life-Long Learning Type: main |
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