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

• 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
• ISSN: 1303-6521; 1303-6521

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.