Pretest Online Discussion Groups to Augment Teaching and Learning

被引:2
作者
Kuhn, Jonathan [1 ]
Hasbargen, Barbara [2 ]
Miziniak, Halina [3 ]
机构
[1] Purdue Univ N Cent, Math Stat & Phys Dept, Westville, IN USA
[2] Liberty Duneland Dialysis, Chesterton, IN USA
[3] Purdue Univ N Cent, Dept Nursing, Westville, IN USA
关键词
Asynchronous online learning; Bloom's revised taxonomy; Critical learning; Collaborative learning; Salmon's e-moderators; Threaded discussion; EDUCATION; STUDENTS;
D O I
10.1097/NCN.0b013e3181ec28d4
中图分类号
TP39 [计算机的应用];
学科分类号
081203 ; 0835 ;
摘要
Tests and final examination scores of three semesters of control students in a nursing foundation course were compared with tests and final examination scores of three semesters of participating students. Participating students were offered access to an asynchronous pretest online discussion activity with a faculty e-moderator. While the simplified Bloom's revised taxonomy assisted in creating appropriate preparatory test and final examination questions for pretest online discussion, Salmon's five-stage online method provided direction to the e-moderator on how to encourage students to achieve Bloom's higher-order thinking skills during the pretest online discussions. Statistical analysis showed the pretest online discussion activity had a generally positive impact on tests and final examination scores, when controlling for a number of possible confounding variables, including instructor, cumulative grade point average, age, and credit hours.
引用
收藏
页码:297 / 304
页数:8
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