Technology Facilitated PBL Pedagogy and its Impact on Nursing Student's Academic Achievement and Critical Thinking Dispositions

The impact of particular learning environments and self-regulation could be a beneficial area for research focus. More specifically, there has not been sufficient attention given to the role played by disposition or "will" in facilitating self-regulation to be successful. A student can pos...

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Bibliographic Details
Published in:TOJET the Turkish online journal of educational technology 2015-01, Vol.14 (1), p.97-107
Main Authors: Wei-Chieh Wayne Yu, Chunfu Charlie Lin, Mei-Hsin Ho, Wang, Jenny
Format: Article
Language:English
Subjects:
Academic Achievement
Attitude Change
Attitudes
Blended Learning
California Critical Thinking Disposition Inventory
Cognition
Color
Comparative Analysis
Correlation analysis
Critical Thinking
Curriculum Design
Educational Environment
Educational technology
Environmental impact
Families & family life
Information Technology
Learning environment
Learning Motivation
Learning strategies
Lifelong Learning
Longitudinal Studies
Metacognition
Multivariate Analysis
Nursing education
Pedagogy
Personality
Pretests Posttests
Problem Based Learning
Qualitative research
Quasiexperimental Design
Skills
Statistical Analysis
Teaching Methods
Thinking Skills
Tukeys Test
Undergraduate Study
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Summary:The impact of particular learning environments and self-regulation could be a beneficial area for research focus. More specifically, there has not been sufficient attention given to the role played by disposition or "will" in facilitating self-regulation to be successful. A student can possess the skills or ability to think critically but lack the will or motivation to use those skills. This quasi-experimental study investigated traditional lecture instruction, PBL, and blended problem-based learning (B-PBL) on students' academic achievement and critical thinking dispositions. The results were compared. The findings revealed that the use of a blended problem based learning strategies had a positive impact on student achievemen t. However, no significance was found among the groups in critical thinking dispositions for categorical variables at both the pretest and posttest , indicating the need for long-term exposure to B-PBL environments before results could reveal significant changes in attitude towards the usage of critical thinking skills . Recommendations included conducting a longitudinal study and a qualitative study, and further studies be conducted within different disciplines and with different class levels regarding different combinations of using ICT and PBL.
ISSN:1303-6521
1303-6521