Effect of Online Collaborative Learning Strategies on Nursing Student Interaction Patterns, Task Performance and Learning Attitude in Web Based Team Learning Environments

웹 기반 원격교육에서 온라인 협력학습전략이 간호학전공 학습자의 소집단 상호작용 유형, 학습결과 및 학습태도에 미치는 효과

  • Lee, Sun-Ock (School of Nursing, Korea National Open University) ;
  • Suh, Minhee (Department of Nursing, Inha University)
  • 이선옥 (한국방송통신대학교 간호학과) ;
  • 서민희 (인하대학교 간호학과)
  • Received : 2014.07.11
  • Accepted : 2014.10.21
  • Published : 2014.11.30


Purpose: This study investigates patterns of small group interaction and examines the influence among graduate nursing students of online collaborative learning strategies on small group interaction patterns, task performance and learning attitude in web-based team learning environments. Method: To analyze patterns of small group interaction, group discussion dialogues were reviewed by two instructors. Groups were divided into two categories depending on the type of feedback given (passive or active). For task performance, evaluation of learning processes and numbers of postings were examined. Learning attitude toward group study and coursework were measured via scales. Results: Explorative interactions were still low among graduate nursing students. Among the students given active feedback, considerable individual variability in interaction frequency was revealed and some students did not show any specific type of interaction pattern. Whether given active or passive feedback, groups exhibited no significant differences in terms of task performance and learning attitude. Also, frequent group interaction was significantly related to greater task performance. Conclusion: Active feedback strategies should be modified to improve task performance and learning attitude among graduate nursing students.



Supported by : 한국방송통신대학교


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