Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students

背景：案例式學習（case-based learning, CBL）是一種有效的教育方法，可提高學生的學習和臨床推理能力。隨著電子學習技術的進步，CBL於網路教學的方式也已出現，用以補充傳統的課堂教學方法。目的：本研究旨在探討香港學生學習CBL的經驗，比較採用傳統的課堂教學及網路教學模式的差異。方法：本研究採用混合研究方法，對象為所有3 年級護理系學生。上學期CBL採用傳統課堂教學方法授課，下學期採用網路方式進行。在每學期結束時收集學生的自我評估問卷，包括本科護理教育的自學能力，臨床推理能力，和學習滿意度。焦點小組訪談則在下學期結束時進行。結果：共有122名學生交回問卷。結果顯示CBL在網路與...

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Published in	The Journal of Nursing Research Vol. 24; no. 1; pp. 31 - 40
Main Authors	陳惠嬌(Aileen Wai-Kiu Chan), 車錫英(Sek-Ying Chair), 薛詠紅(Janet Wing-Hung Sit), 黃美玲(Eliza Mi-Ling Wong), 李子芬(Diana Tze-Fun Lee), 馮慧敏(Olivia Wai-Man Fung)
Format	Journal Article
Language	English
Published	China (Republic : 1949- ) 台灣護理學會 01.03.2016 Copyright by the Taiwan Nurses Association
Subjects	Adult Asian Continental Ancestry Group - psychology Attitude to Computers Computer-Assisted Instruction Education, Nursing, Baccalaureate - organization & administration Female Hong Kong Humans Internet Male Problem-Based Learning - organization & administration Students, Nursing - psychology Surveys and Questionnaires Young Adult Hong Kong 網上學習案例式學習（case-based learning）香港學生 case-based learning Web-based learning Hong Kong students 學習經驗 learning experience
Online Access	Get full text
ISSN	1682-3141 1948-965X
DOI	10.1097/jnr.0000000000000104

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Abstract	背景：案例式學習（case-based learning, CBL）是一種有效的教育方法，可提高學生的學習和臨床推理能力。隨著電子學習技術的進步，CBL於網路教學的方式也已出現，用以補充傳統的課堂教學方法。目的：本研究旨在探討香港學生學習CBL的經驗，比較採用傳統的課堂教學及網路教學模式的差異。方法：本研究採用混合研究方法，對象為所有3 年級護理系學生。上學期CBL採用傳統課堂教學方法授課，下學期採用網路方式進行。在每學期結束時收集學生的自我評估問卷，包括本科護理教育的自學能力，臨床推理能力，和學習滿意度。焦點小組訪談則在下學期結束時進行。結果：共有122名學生交回問卷。結果顯示CBL在網路與課堂教學的學習經驗沒有差異：自學習能力（p = .947），臨床推理能力（p = .721），學習滿意度（p = .083）。而焦點小組訪談顯示五大主題反映學生的學習經驗：⑴CBL的結構⑵網路學習環境⑶批判性思維和解決問題的能力⑷文化對CBL的影響⑸以學生或教師為中心的學習。結論：CBL於網絡上的學習經驗，並不優於傳統的課堂學習經驗，但中華文化對於學生於網路之學習行為和偏好有所影響。
AbstractList	背景：案例式學習（case-based learning, CBL）是一種有效的教育方法，可提高學生的學習和臨床推理能力。隨著電子學習技術的進步，CBL於網路教學的方式也已出現，用以補充傳統的課堂教學方法。目的：本研究旨在探討香港學生學習CBL的經驗，比較採用傳統的課堂教學及網路教學模式的差異。方法：本研究採用混合研究方法，對象為所有3 年級護理系學生。上學期CBL採用傳統課堂教學方法授課，下學期採用網路方式進行。在每學期結束時收集學生的自我評估問卷，包括本科護理教育的自學能力，臨床推理能力，和學習滿意度。焦點小組訪談則在下學期結束時進行。結果：共有122名學生交回問卷。結果顯示CBL在網路與課堂教學的學習經驗沒有差異：自學習能力（p = .947），臨床推理能力（p = .721），學習滿意度（p = .083）。而焦點小組訪談顯示五大主題反映學生的學習經驗：⑴CBL的結構⑵網路學習環境⑶批判性思維和解決問題的能力⑷文化對CBL的影響⑸以學生或教師為中心的學習。結論：CBL於網絡上的學習經驗，並不優於傳統的課堂學習經驗，但中華文化對於學生於網路之學習行為和偏好有所影響。 BACKGROUNDCase-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach.PURPOSEThis study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students.METHODSA mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2.RESULTSOne hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning.CONCLUSIONSThe Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences. Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences. BACKGROUND:Case-based learning (CBL) is an effective educational method for improving the learning and clinical reasoning skills of students. Advances in e-learning technology have supported the development of the Web-based CBL approach to teaching as an alternative or supplement to the traditional classroom approach. PURPOSE:This study aims to examine the CBL experience of Hong Kong students using both traditional classroom and Web-based approaches in undergraduate nursing education. This experience is examined in terms of the perceived self-learning ability, clinical reasoning ability, and satisfaction in learning of these students. METHODS:A mixture of quantitative and qualitative approaches was adopted. All Year-3 undergraduate nursing students were recruited. CBL was conducted using the traditional classroom approach in Semester 1, and the Web-based approach was conducted in Semester 2. Student evaluations were collected at the end of each semester using a self-report questionnaire. In-depth, focus-group interviews were conducted at the end of Semester 2. RESULTS:One hundred twenty-two students returned their questionnaires. No difference between the face-to-face and Web-based approaches was found in terms of self-learning ability (p = .947), clinical reasoning ability (p = .721), and satisfaction (p = .083). Focus group interview findings complemented survey findings and revealed five themes that reflected the CBL learning experience of Hong Kong students. These themes were (a) the structure of CBL, (b) the learning environment of Web-based CBL, (c) critical thinking and problem solving, (d) cultural influence on CBL learning experience, and (e) student-centered and teacher-centered learning. CONCLUSIONS:The Web-based CBL approach was comparable but not superior to the traditional classroom CBL approach. The Web-based CBL experience of these students sheds light on the impact of Chinese culture on student learning behavior and preferences.
Author	黃美玲(Eliza Mi-Ling Wong) 陳惠嬌(Aileen Wai-Kiu Chan) 薛詠紅(Janet Wing-Hung Sit) 李子芬(Diana Tze-Fun Lee) 車錫英(Sek-Ying Chair) 馮慧敏(Olivia Wai-Man Fung)
AuthorAffiliation	1PhD, RN, Assistant Professor, The Nethersole School of Nursing, The Chinese University of Hong Kong, Shatin, Hong Kong SAR 2PhD, RN, Director, The Nethersole School of Nursing, The Chinese University of Hong Kong, Shatin, Hong Kong SAR 3PhD, RN, Associate Professor, The Nethersole School of Nursing, The Chinese University of Hong Kong, Shatin, Hong Kong SAR 4PhD, RN, Chair Professor, The Nethersole School of Nursing, The Chinese University of Hong Kong, Shatin, Hong Kong SAR 5DHSc, RN, Assistant Professor, School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR
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SubjectTerms	Adult Asian Continental Ancestry Group - psychology Attitude to Computers Computer-Assisted Instruction Education, Nursing, Baccalaureate - organization & administration Female Hong Kong Humans Internet Male Problem-Based Learning - organization & administration Students, Nursing - psychology Surveys and Questionnaires Young Adult
Title	Case-Based Web Learning Versus Face-to-Face Learning: A Mixed-Method Study on University Nursing Students
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