The Impact of Blended Teaching on Knowledge, Satisfaction, and Self-Directed Learning in Nursing Undergraduates: A Randomized, Controlled Trial

By Gagnon, Marie-Pierre; Gagnon, Johanne et al. | Nursing Education Perspectives, November-December 2013 | Go to article overview

The Impact of Blended Teaching on Knowledge, Satisfaction, and Self-Directed Learning in Nursing Undergraduates: A Randomized, Controlled Trial


Gagnon, Marie-Pierre, Gagnon, Johanne, Desmartis, Marie, Njoya, Merlin, Nursing Education Perspectives


Abstract

AIM This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness.

METHOD A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed.

RESULTS The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self- learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training.

CONCLUSION These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness.

KEY WORDS

Computer-Based Learning--Nursing Education--Randomized Controlled Design --Self-Directed Learning Readiness-- Satisfaction

**********

Recent work in the educational sciences and advances in information and communications technology (ICT) have contributed to the transformation of learning environments. Although computer-based learning in nursing dates back to the 1960s (Lewis, Davies, Jenkins, & Tait, 2001), the advent of the Internet in the 1990s led to a greater use of online education for health professionals (Cook et al., 2008). The potential of the Internet as an instructional tool for the health professions was rapidly recognized (Curran, Lockyer, Sargeant, & Fleet, 2006; Friedman, 1996; Lam-Antoniades, Ratnapalan, & Tait, 2009; Wutoh, Boren, & Balas, 2004).

E-learning has many advantages, including increased accessibility to educational materials (at a time and place chosen by learners), personalized instruction (to tailor education to individual learners' needs), and standardization of content (Cook et al., 2008; Ruiz, Mintzer, & Leipzig, 2006). This study aimed to assess the effectiveness of a blended learning strategy in an introductory research course for nursing undergraduates. We sought to compare the effects of an intervention combining self-directed, Internet-based learning and conventional, face-to-face classroom teaching on three outcomes: students' knowledge, satisfaction, and self-directed learning.

LITERATURE REVIEW

As Internet-based learning (IBL) became increasingly popular in nursing education, concerns about its effectiveness stimulated a growing body of research. Thus, a number of nursing studies have compared the effects of computer-based learning and conventional teaching methods on knowledge acquisition (Lewis et al., 2001). A comprehensive review by Cook et al. (2008) summarized the evidence on the effectiveness of IBL in the health professions. In two systematic reviews (which included 201 studies), Cook and colleagues compared the effects of IBL to no intervention and to non-Internet interventions and found positive effects associated with IBL when compared with no intervention. Compared with non-Internet learning methods, effects were inconsistent across the studies and generally small, a finding that may be due to different learning contexts and objectives or to different methods of implementing an Internet-based course.

In a recent systematic review, Cook, Garside, Levinson, Dupras, and Montori (2010) portrayed instructional approaches used in IBL and found a wide range of approaches. The configuration of courses (e.g., tutorial, asynchronous discussion, live conferencing) and the instructional methods (e.g., practice exercises, cognitive interactivity) encompassed by this term varied considerably. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The Impact of Blended Teaching on Knowledge, Satisfaction, and Self-Directed Learning in Nursing Undergraduates: A Randomized, Controlled Trial
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.