Online Problem-Based Learning Intervention on Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled Trial

Abstract

Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. Objective: To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. Methods: A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). Results: The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. Conclusions: The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students’ SDL and PS ability improvement.

Association of learning environment and self-directed learning ability among nursing undergraduates: a cross-sectional study using canonical correlation analysis

“…56 Therefore, teachers should constantly explore new education and teaching methods (such as flipped classroom, seminar and problem-based learning) to stimulate nursing students' learning enthusiasm and promote them to adopt in-depth learning methods, so as to achieve the purpose of ability training. 57 When nursing undergraduates who have a high thirst for knowledge and actively participate in classroom Open access teaching encounter difficulties in the learning process, they will acquire knowledge through communication and exchange with classmates and teachers, reflecting their good learning and cooperation abilities. 58 59 A quasiexperimental study concluded that a training programme based on maker education improved students' creativity, learning interest and cooperative learning ability.…”

“…Zhu et al changed the nursing education environment using a case teaching method and fully mobilised students’ interest in autonomous learning 56. Therefore, teachers should constantly explore new education and teaching methods (such as flipped classroom, seminar and problem-based learning) to stimulate nursing students’ learning enthusiasm and promote them to adopt in-depth learning methods, so as to achieve the purpose of ability training 57…”

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

“…This challenge, along with occasional intermittent internet connection problems, hindered the smooth flow of the synchronous online discussions. Wong and Kan reported that maintaining effective interaction, among students and with the instructors, in small online group learning could be challenging [ 9 ]. Duszenko et al reported that some students faced technical difficulties and poor interaction between group members during online group work.…”

“…In. In response to such an urgent transition, faculty and educators adopted several strategies to facilitate online learning such as providing educational resources for self-study [ 2 ], pre-recorded lecture videos [ 1 ], video conferencing, interactive online simulation programs [ 2 ], flipped and flipped-jigsaw learning [ 5 , 6 , 7 ], online problem-based learning [ 8 , 9 ], and synchronous and asynchronous online discussions [ 2 ]. Alternative strategies for courses with clinical/practical aspects involved posting clinical case scenarios and/or uploading ready-made videos covering the required topic [ 2 ].…”

Students Sense of Belonging and Academic Performance via Online PBL: A Case Study of a University in Hong Kong during Quarantine

“…After resuming in January 2020, classes were again suspended in February due to the rapid spread of COVID-19, and higher education institutions shut down all their facilities. During the coronavirus pandemic, virtual learning was essential [1]. This forced universities across Hong Kong to transition to online teaching for the spring semester, so course instructors needed to adjust their courses to make them suitable for online learning.…”