Open AccessTHE EFFECTofTypeofLearning EnvironmentonPERCEIVED LEARNING Among Graduate Nursing Students
Author(s) -
Marcia I. Wells,
Amy B. Dellinger
Publication year - 2011
Publication title -
nursing education perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.604
H-Index - 48
eISSN - 1943-4685
pISSN - 1536-5026
DOI - 10.5480/1536-5026-32.6.406
Subject(s) - psychology , perception , feeling , nurse education , learning environment , social connectedness , medical education , mathematics education , medicine , social psychology , neuroscience
A quasi-experimental study was conducted to examine the effect of type of learning environment (Internet only, compressed video remote-site, and compressed video host-site) on perceived learning among graduate nursing students. A convenience sample of 49 students enrolled in a graduate nursing research course was selected for the study. The findings showed no differences in perceived learning and final course grades among students enrolled in the three sections of the research course. While the effects of type of learning environment, feelings of connectedness, learner-learner, and learner-system interactions on perceived learning were not statistically significant, learner-instructor interactions had a significant effect on perceived learning. The study findings are encouraging in that students felt that they learned the course content and these perceptions were the same regardless of type of learning environment. The findings also suggest that the quality of instruction is more of an influence on learning than type of teaching modality.