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Autor/inn/en | Lin, Ying-Lien; Wang, Wei-Tsong |
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Titel | Analysis of the Social Interaction of Perceived Problem-Based Learning Performance in Internship Courses |
Quelle | In: Journal of Computer Assisted Learning, 39 (2023) 1, S.194-209 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Wang, Wei-Tsong) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0266-4909 |
DOI | 10.1111/jcal.12739 |
Schlagwörter | Problem Based Learning; Internship Programs; Social Behavior; Instructional Effectiveness; Cooperative Learning; Nursing Education; Nursing Students; College Students; Academic Achievement |
Abstract | Background: This study aims to integrate the theories of social presence and social identity to examine the effectiveness of group-based problem-based learning (PBL) in learning communities. Social presence is a critical factor in determining the success of collaborative learning in group-based PBL activities. Although several studies have investigated the effects of using self-directed and collaborative learning, they present weak evidence within those studies to explain the impact of social interaction on perceived PBL performance in nursing internship programs. Objectives: This study develops a second-order formative model to examine the relationship between social presence, trust, social identification and students' perceived PBL performance. Methods: The partial least squares technique is used to analyse data from 409 nursing interns who studied at seven medical universities or nursing colleges. Results and Conclusions: The results indicate that all hypotheses are supported, which is an underaddressed topic in the nursing internship education literature. Notably, the findings of this study contribute to a better understanding of the interns' perceived PBL performance during the internship. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |