Analysis of the social interaction of perceived problem‐based learning performance in internship courses.
Background: This study aims to integrate the theories of social presence and social identity to examine the effectiveness of group‐based problem‐based learning (PBL) in learning communities. Social presence is a critical factor in determining the success of collaborative learning in group‐based PBL...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 1; pp. 194 - 210 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2023
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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=161311240&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161311240 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2023 vid: 39 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 161311240 158983452 161311240 161311240 10.1111/jcal.12739 161311240 ppf: 194 ppct: 16 formats: tig: atl: Analysis of the social interaction of perceived problem‐based learning performance in internship courses. aug: au: Lin, Ying‐Lien Wang, Wei‐Tsong affil: Department of Industrial and Information Management, National Cheng Kung University, Tainan City, Taiwan sug: subj: Problem-Based Learning Methods Problem Solving Methods Interpersonal Relations Learning Methods Internship and Residency Education, Nursing Social Identity Human Funding Source Program Implementation Social Participation Students, Nursing Student Attitudes Trust Quality of Health Care Student Knowledge Group Processes Hypothesis Joint Practice Online Education Questionnaires Intimacy Instrument Construction Summated Rating Scaling Cognition Coefficient alpha Internal Consistency Structural Equation Modeling Reliability and Validity Criterion-Related Validity Discriminant Validity Data Analysis Software Multivariate Analysis ab: Background: This study aims to integrate the theories of social presence and social identity to examine the effectiveness of group‐based problem‐based learning (PBL) in learning communities. Social presence is a critical factor in determining the success of collaborative learning in group‐based PBL activities. Although several studies have investigated the effects of using self‐directed and collaborative learning, they present weak evidence within those studies to explain the impact of social interaction on perceived PBL performance in nursing internship programs. Objectives: This study develops a second‐order formative model to examine the relationship between social presence, trust, social identification and students' perceived PBL performance. Methods: The partial least squares technique is used to analyse data from 409 nursing interns who studied at seven medical universities or nursing colleges. Results and Conclusions: The results indicate that all hypotheses are supported, which is an underaddressed topic in the nursing internship education literature. Notably, the findings of this study contribute to a better understanding of the interns' perceived PBL performance during the internship. Lay Description: What is already known about this topic?: Previous studies have confirmed that social presence significantly affects learning performance.In learning communities, social interaction depends on the development of trust networks. What this paper adds?: This study reveals that students' perceived problem‐based learning (PBL) performance can be measured by the four primary of independent study, group interaction, reasoning skills and active participation. Accordingly, social presence, social identification and trust can significantly influence these four dimensions of learning performance.The social interaction in community‐based PBL contexts was observed, and it is found that students' level of social presence have a positive influence on their social identification, trust and perceived PBL performance. The implications of study findings for practitioners: The interpersonal interaction among students in the online PBL communities improves the students' understanding of PBL processes and enhances their learning outcomes in nursing internship programs.The findings of this study can effectively guide educators and instructors to develop effective approaches to organize and manage PBL‐based nursing internship programs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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