Computer-managed instruction: an alternative teaching strategy.
Computer-managed instruction is an instructional strategy whereby the computer is used to provide learning objectives, learning resources, and assessment of learner performance. Computer-managed instruction (CMI) aids the instructor in instructional management without actually doing the teaching. Ce...
| Publicado en: | Journal of Nursing Education Vol. 26; no. 1; pp. 30 - 37 |
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| Autores principales: | , |
| Formato: | research Journal Article |
| Publicado: |
SLACK Incorporated
Jan87
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107558077&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107558077 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01484834 4C7 jtl: Journal of Nursing Education issn: 01484834 maglogo: N pubinfo: dt: Jan87 vid: 26 iid: 1 pid: 1693 pub: SLACK Incorporated place: Thorofare, New Jersey artinfo: ui: 107558077 107558077 1987062989 10.3928/0148-4834-19870101-08 NLM3029349 107558077 ppf: 30 ppct: 7 formats: tig: atl: Computer-managed instruction: an alternative teaching strategy. aug: au: Day R Payne L sug: subj: Computer-Assisted Instruction Education, Nursing, Baccalaureate Attitude of Health Personnel Physical Examination Education Students, Nursing Human ab: Computer-managed instruction is an instructional strategy whereby the computer is used to provide learning objectives, learning resources, and assessment of learner performance. Computer-managed instruction (CMI) aids the instructor in instructional management without actually doing the teaching. Central CMI themes discussed in the literature are individualization, behavioral objectives, and educational technology. The main objective of this study was to compare the outcomes of two teaching strategies: CMI versus the traditional lecture method. The learning objectives were based on specified theoretical content from a Health Assessment course for baccalaureate nursing students. The design of the study was quasi-experimental incorporating two experimental treatments applied to two occasions. Data analysis addresses differences between groups using CMI and the traditional lecture method. The variables examined were the cognitive performance of learners, the learner's attitude toward the instructional strategy, the learner's retention of knowledge, the time involved in mastering the learning objectives, and the relationship between learner characteristics and the effectiveness of the instructional strategy. No significant mean difference (p<0.05) was founded between groups on cognitive performance as measured by written and practical examination scores. For these first-year baccalaureate nursing students, CMI did not prove to be a positive instructional method as assessed by the Attitude Questionnaire. The majority of students preferred a combination of instructional methods. There was no significant difference between groups in the time spent meeting the learning objectives by either teaching strategy. The findings suggested that these students preferred learning strategies that are traditional in nature and teacher directed. The implications of the study are discussed in relation to the applicability of alternative instructional methods in nursing education. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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