The effects of linear and hypertext computer-assisted instruction on the learning and attitude of associate degree nursing students.
The purpose of this study was to compare the effects of two alternative teaching strategies, hypertext CAI and linear CAI, on cognitive learning, knowledge retention, and attitude toward CAI of associate degree nursing students. Two computer programs, one using hypertext and another without hypertex...
| Publicado en: | Effects of Linear & Hypertext Computer-assisted Instruction on the Learning & Attitude of Associate Degree Nursing Students pp. 262 p - 263 |
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| Autor principal: | |
| Formato: | research Doctoral Dissertation |
| Publicado: |
University of Illinois at Urbana-Champaign
1998
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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=109878321&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109878321 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: isbn: 9780599019713 dissinfo: disstl: The effects of linear and hypertext computer-assisted instruction on the learning and attitude of associate degree nursing students. dissinst: University of Illinois at Urbana-Champaign jinfo: jid: IARZ jtl: Effects of Linear & Hypertext Computer-assisted Instruction on the Learning & Attitude of Associate Degree Nursing Students maglogo: N pubinfo: dt: 1998 pub: University of Illinois at Urbana-Champaign artinfo: ui: 109878321 109878321 2004134041 UMI Order AAI9904614 109878321 ppf: 262 p ppct: 1 formats: tig: atl: The effects of linear and hypertext computer-assisted instruction on the learning and attitude of associate degree nursing students. aug: au: Waite JL sug: subj: Computer-Assisted Instruction Information Needs Student Attitudes Students, Nursing, Associate Attitude Measures Conceptual Framework Content Analysis Control Group Descriptive Statistics Education, Nursing, Associate Inferential Statistics Interviews Memory Pretest-Posttest Design Quasi-Experimental Studies Questionnaires Random Assignment Surveys Human ab: The purpose of this study was to compare the effects of two alternative teaching strategies, hypertext CAI and linear CAI, on cognitive learning, knowledge retention, and attitude toward CAI of associate degree nursing students. Two computer programs, one using hypertext and another without hypertext, were designed by the investigator to teach injection concepts. Components of elaboration theory of instruction, developed by Reigeluth and Stein (1983), were used as the conceptual framework for both CAI versions. The sample consisted of 31 first year associate degree nursing students.A quasi-experimental nonequivalent control group design was used to study the six null hypotheses. Four intact clinical sections were randomly assigned to either the control/linear (n=17) or the experimental/hypertext (n=14) groups. The treatment was administered during class time. Groups received a pretest, an immediate posttest, and a 2-week injection concepts posttest. Demographic data about the subjects was obtained using a questionnaire. A 22-item multiple-choice test was administered as the pretest, immediate posttest, and 2-week posttest. Allen's (1986) Attitude Toward CAI Semantic Differential tool was administered both before and after the treatment. Qualitative data about the CAI design were collected by use of survey and individual interviews.Descriptive and inferential statistics, with an alpha level of.05, were used. Content analysis was conducted on the qualitative data. Analyses of data showed: (a) no statistically significant differences between groups for either the immediate or delayed posttest; (b) a statistically significant increase in Comfort and Total attitude scores for the hypertext group; and (c) no statistically significant difference in amount of time spent in-program between groups. Qualitative data provided support for both versions of the CAI, but greater support tended to be shown for the hypertext CAI based on numbers of positive comments received.The investigator concluded that neither the hypertext nor the linear CAI increased cognitive learning or knowledge retention to any greater degree than the other, that students tend to have a more favorable attitude toward CAI when given the opportunity to sequence their own instruction, as provided in the hypertext version, that neither version of the CAI treatment was any more efficient in time-saving than the other version, and that elaboration theory of instruction provided a sound instructional design framework for both the linear and hypertext CAI tutorials. Additional research is needed using hypertext to its fullest potential to better determine its impact on cognitive learning and knowledge retention. pubtype: Dissertation doctype: research Doctoral Dissertation ougenre: Unknown language: English refInfo: holdings: @attributes: islocal: N |
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