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Examining the effect of texting and blogging on nursing students' perception of learning
DISSERTATION

, Capella University, United States

Capella University . Awarded

Abstract

The web has created new opportunities for nursing students to further their education at a distance (Campbell et al., 2006, Online vs. face-to-face discussion in a web-based research methods course for postgraduate nursing students: A quasi-experimental study). As the number of online nursing courses increase, research is needed to determine which instructional strategies are effective in the online environment. Although social engagement tools have been investigated as a method to facilitate collaboration, engagement, and motivation in the course room, little research has focused on the effect of these tools on comprehension of the learner. Faculty have become frustrated because the teaching strategies that have served them well throughout their careers are no longer effective with the Net Generation. The Net Generation was born between 1980–2001 and holds attitudes and learning styles that are very different from previous generations (Sherman & Lynn, 2009, Teaching the Net set). The purpose of this research was to determine the effect of texting and blogging in an online course room to improve the learning experience. This study utilized a mixed method approach to collect data on participants enrolled in an online course room that incorporated texting and blogging as instructional delivery methods. The dependent variable in the study was improved learning experience as measured by grades and perception of learning. The independent variables were texting and blogging for course room assignments. The results demonstrated that allowing participants to submit assignments with texting and blogging did have a positive impact on the students' perception of learning.

Citation

Swartzwelder, A.K. Examining the effect of texting and blogging on nursing students' perception of learning. Ph.D. thesis, Capella University. Retrieved December 12, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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