How students learn in small group through online mode during the coronavirus pandemic: Descriptive narratives

Kan, Crystal Wai Yee; Wong, M.

doi:10.1016/j.teln.2022.12.003

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…2014), who used the Second tool life due to its collaborative environment such as voice interactions, chat and instant messaging, which expanded communication and opportunities to collaborate, these authors claim that Romanian students experienced a unique collaboration with their peers from Finland, Estonia and Norway, improving their communication , collaboration and creativity during the course. On the other hand Kan & Wong (2023), through online work, with small groups of students, obtained favorable results in effective communication, which generates interaction and with which the process of collaborating is achieved.…”

Section: Comparative Results Of the Entry And Exit Questionnaire Of T...mentioning

confidence: 99%

Discord and Teamwork in Children of the Peruvian Highlands

Ari-Adco,

Valero-Ancco,

Pari-Orihuela

et al. 2024

Intl. J. Rel.

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The objective of this research was to determine the effectiveness of Discord as an educational resource to promote teamwork in sixth grade primary school students. The design was pre-experimental, with a sample of 35 children between 11-12 years old. The technique was the survey and the instrument was the questionnaire to measure teamwork. The statistical test used was Wilcoxon's W. The results demonstrate improvement in the development of teamwork in the dimensions of leadership, communication and empathy, thus proving that the Discord platform optimizes interaction and collaboration between students. It is concluded that the Discord platform as an educational resource is effective in the development of teamwork, according to the Wilcoxon test, obtaining a p value lower than the proposed significance (0.00<0.05), which suggests that there is a significant difference between the entrance questionnaire and exit after the experiment.

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Section: Comparative Results Of the Entry And Exit Questionnaire Of T...mentioning

confidence: 99%

Discord and Teamwork in Children of the Peruvian Highlands

Ari-Adco,

Valero-Ancco,

Pari-Orihuela

et al. 2024

Intl. J. Rel.

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“…In the debriefing session, all students appreciated the group and educator feedback, which allowed them to gain more learning and self-evaluate their performance for better practice and self-improvement [ 13 , 14 , 15 , 21 ]. Debriefing should be conducted as early as possible after the HFPS so that students can self-evaluate their performance for better practice and self-improvement [ 34 ].…”

Section: Discussionmentioning

confidence: 99%

“…Students can perform their learned knowledge and skills to foster clinical competence and ensure patient safety in a controlled and risk-free environment [ 9 , 10 , 11 , 12 ]. Students learn their roles and responsibilities in HFPS situations, discover their strengths and weaknesses [ 12 , 13 ], and develop motivation for lifelong learning and collaborative teamwork [ 13 , 14 , 15 , 16 ]. Students can interact and collaborate with their peers to exchange their learning experiences, enhancing their competence in nursing practice and teamwork skills in the HFPS.…”

Section: Introductionmentioning

confidence: 99%

A Modified Guideline for High-Fidelity Patient Simulation to Improve Student Satisfaction and Self-Confidence in Learning: A Mixed Study

Wong,

Wong

2023

Nursing Reports

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The coronaviral pandemic has led to a shift in traditional teaching methods to more innovative approaches, such as high-fidelity patient simulation (HFPS), which can improve students’ clinical judgment and decision making for quality patient care. A modified guideline was introduced to enhance students’ satisfaction and self-confidence in learning through HFPS. The study involved 189 baccalaureate nursing students, with 92 in the intervention group and 97 in the control group. The intervention group received the modified HFPS guideline, while the control group received standard treatment with basic instruction. After the HFPS debriefing session, students provided narrative feedback on their learning experiences. The quantitative results showed that students in the intervention group reported a significant improvement in satisfaction and self-confidence in learning compared to the control group. The modified HFPS guideline provided clear guidance for students to learn and apply knowledge and skills more effectively, leading to increased engagement during interactive simulation sessions. The results suggest that the HFPS guideline should be added to the curriculum to enhance students’ satisfaction and self-confidence in learning, even for junior students. After the pandemic, innovative teaching methods, such as HFPS, can be necessary and beneficial for healthcare professional training.

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