Competence development in collaborative hybrid learning among health sciences students: A quasi‐experimental mixed‐method study.
Background: Health sciences education prepares students for social‐ and healthcare by developing evidence‐based nursing, leadership and working life skills, including collaboration. Due to the changes caused by the global pandemic, health sciences education has shifted more to online and hybrid cont...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 6; pp. 1919 - 1939 |
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| Autores principales: | , , , , , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2023
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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=173586101&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 173586101 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2023 vid: 39 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 173586101 165389252 173586101 173586101 10.1111/jcal.12859 173586101 ppf: 1919 ppct: 20 formats: tig: atl: Competence development in collaborative hybrid learning among health sciences students: A quasi‐experimental mixed‐method study. aug: au: Pramila‐Savukoski, Sari Kärnä, Raila Kuivila, Heli‐Maria Oikarainen, Ashlee Törmänen, Tiina Juntunen, Jonna Järvelä, Sanna Mikkonen, Kristina affil: Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland sug: subj: Students, Health Occupations Finland Competency Assessment Skill Acquisition Evaluation Collaboration Learning Methods Outcomes of Education Evaluation Human Multimethod Studies Quasi-Experimental Studies Education, Health Sciences Education, Competency-Based Finland Students, Undergraduate Online Education Self Assessment Questionnaires Problem Solving Communication Technology Utilization Descriptive Statistics Cultural Competence Interpersonal Relations Funding Source Adult Male Female Data Analysis Software Wilcoxon Signed Rank Test Thematic Analysis Random Assignment Randomized Controlled Trials Adult: 19-44 years Male Female ab: Background: Health sciences education prepares students for social‐ and healthcare by developing evidence‐based nursing, leadership and working life skills, including collaboration. Due to the changes caused by the global pandemic, health sciences education has shifted more to online and hybrid contexts, which can challenge students' competence development. Students' competence development and interaction in collaborative hybrid learning is a little researched area. Objectives: To observe and evaluate health sciences students' competence development in a collaborative hybrid learning context. Methods: This quasi‐experimental mixed‐method study was implemented by providing educational intervention. First‐year Bachelor's degree health sciences students (n = 18) of a Finnish university completed an educational intervention with synchronous online and face‐to‐face learning. Students' collaborative hybrid learning and interaction were video observed, while self‐evaluation of competence development was made with a questionnaire. Results: In the collaborative interactions, the students showed analytical thinking, problem‐ solving and communication and technology skills. Extensive knowledge of health sciences and ethics skills was not strongly visible in interaction. The students effectively used collaborative work time to perform tasks. Cognitive interaction (monitoring and evaluating learning) was observed in 85% and socio‐emotional interaction (expressions of emotions and motivation) in 53% of the data. Related to the students' learning results, the students' ability to communicate and interact with culturally different people improved after the educational intervention. Conclusion: Collaborative learning methods in hybrid learning can create opportunities for students to construct their competence in interaction. Attention should be paid to different areas of competence and the role of socio‐emotional interaction. Lay Description: What is already known about this topic: Health sciences education prepares students for social and healthcare by developing working life skills, including collaboration.Hybrid learning brings benefits but challenges the equity of students with different attention modes.Collaborative learning is widely used but has not been studied much in hybrid context.Students' competence development and interaction in collaborative hybrid learning is a little researched area. What this paper adds: The purpose was to observe and evaluate health sciences students' competence development in a collaborative hybrid learning context.Hybrid collaborative interaction encourages students to construct knowledge in health sciences.The students utilised the collaborative time appropriately.Socioemotional interactions were very visible in collaborative learning. Implications for practice: This study helps educational organisations to design hybrid model education.The design requires pedagogical and technical competence and should include collaborative methods.Attention should be paid to different areas of competence in collaborative learning.The role of socio‐emotional interaction needs more focus in hybrid learning. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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