Efficacy of TPACK Framework-Based Instruction in a Network Information Resources Retrieval and Usage Course: A Quasi-Experiment Among Master's Degree Nursing Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 91
- 试验地点
- 1
- 主要终点
- Mastery of knowledge
研究概览
简要总结
Study Purpose The purpose of this study is to evaluate the effectiveness of a blended teaching approach based on the TPACK framework in improving the skills of master's degree nursing students in retrieving and using network information resources. The TPACK framework integrates Technology, Pedagogy, and Content Knowledge to enhance teaching and learning experiences.
Study Content and Implementation Plan
This study involves a combination of online and offline teaching methods to help nursing students better understand and utilize various information resources. The main components of the study include:
- Knowledge Mastery Survey: Students will be assessed on their understanding of the course content using a specially designed survey.
- Resource Effectiveness Evaluation: The study will measure how helpful students find the different resources used in the course, such as videos, PPTs, and assignments.
- Skill Improvement Assessment: The study will evaluate the extent to which the course helps improve students' abilities in areas like literature search, document management, and academic writing.
- Student Satisfaction Survey: Students will provide feedback on their satisfaction with the course through a comprehensive survey.
By implementing these measures, the study aims to minimize any negative effects on students and maximize their learning outcomes in a safe and supportive environment.
详细描述
This study evaluates the effectiveness of a TPACK (Technological Pedagogical Content Knowledge) framework-based instructional approach in a course on Network Information Resources Retrieval and Usage among master's degree nursing students. The research employs a quasi-experimental design to compare the outcomes of an intervention group, which receives TPACK-based blended learning, with a control group that experiences traditional face-to-face instruction.
This study aims to provide evidence on the efficacy of the TPACK-based blended learning approach in enhancing educational outcomes in nursing education.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Factorial
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Master's degree students enrolled in the nursing program at the participating university.
- •Students who have completed the prerequisite courses relevant to the Network Information Resources Retrieval and Usage course.
- •Students who have provided written informed consent to participate in the study.
- •Students with regular access to the internet and necessary technological devices for participating in online components of the course.
排除标准
- •Students who have previously completed a similar course or have extensive prior experience with network information resources retrieval and usage.
- •Students who are unable to commit to the course schedule and requirements due to personal or professional reasons.
- •Students with known learning disabilities or conditions that might interfere with their ability to complete the course assessments, unless they receive appropriate accommodations.
- •Students who withdraw consent at any point during the study.
研究组 & 干预措施
control group
The control group employed traditional in-person teaching methods, including face-to-face classroom instruction, reading from printed textbooks, and completing homework assignments. The curriculum covered the fundamental theories and skills related to information resource retrieval and usage but did not specifically utilize the TPACK framework. Students primarily received lectures and guidance from the instructor during class and completed assignments and learning tasks independently after class.
experimental group
The intervention group received instruction based on the TPACK (Technological Pedagogical Content Knowledge) framework, incorporating a blended learning approach that combined online and offline methods. The curriculum included the same fundamental theories and skills as the control group but integrated digital tools and resources. Online components consisted of interactive MOOC videos, online assignments, peer assessments, and real-time virtual discussions via platforms like DingTalk. Offline components included traditional face-to-face classroom sessions, hands-on practice, group discussions, and collaborative projects. The blended approach aimed to enhance students' engagement and understanding by leveraging technology to facilitate a more interactive and flexible learning experience.
干预措施: TPACK-Based Blended Learning Instruction (Other)
结局指标
主要结局
Mastery of knowledge
时间窗: 3 monthes
The Knowledge Mastery Scale was used to evaluate students' knowledge mastery. Through a process of revision informed by the course objectives and content, a final version consisting of 12 items was developed. Participants rated their level of mastery based on their course experiences, with higher scores indicating greater mastery. Example item: "Please evaluate your level of mastery of the course content based on your personal experiences. Choose the option that best reflects your understanding on a scale of 1 to 5."
次要结局
- Effectiveness of resources(3 monthes)
研究者
Xu Tao
Principal Investigator
Hangzhou Normal University