Procedural knowledge acquisition in a second‐year nursing course. Effectiveness of a digital video‐based collaborative learning‐by‐design activity using hypervideo

Abstract

Background While the use of digital technologies in collaborative design tasks have gained acceptance amongst educational researchers and instructors, few studies have analysed the application of video‐supported collaborative learning‐by‐design (VSC‐LBD) in the authentic setting of professional education and training. Objectives This study on VSC‐LBD investigated the learning processes and outcomes of nursing students who collaboratively used a hypervideo authoring tool to learn the procedure about urinary catheter insertion. We hypothesized that the students who collaboratively used a hypervideo authoring tool to learn about a professional procedure would outperform those exposed to a traditional lesson on the same procedure. Further, we assumed that the students who created an instructional video from scratch would obtain higher learning scores than those who worked on existing footage. Methods Participants (N = 60) worked in groups and were assigned to three conditions: in the first each group recorded a video while simulating the procedure and then turned the footage into a hypervideo (VSC‐LBD1); in the second condition each group already received the raw video to turn it into a hypervideo (VSC‐LBD1); in the third participants attended a traditional lesson (control). Pre‐ and post‐tests measured procedural knowledge acquisition. The co‐regulation episodes within the groups that produced the best and worst videos were assessed and measured. Results and Conclusions The students in the two VSC‐LBD conditions significantly outperformed those in the control condition. No differences were found between making an original video and using existing footage. More co‐regulatory processing episodes were found in the best video group compared to the other groups. Takeaways This study supports theoretical assumptions on the value of VSC‐LBD in authentic learning environments and provide useful information to instructors willing to adopt collaborative use of interactive video tools.

Using Digital Technologies to Promote Nursing Students' Learning in the Connected Classroom

“…The majority of participants (72.5%) reported that digital technologies advanced knowledge acquisition in online learning environments. This result similar with [40], who reported that the preferred digital tools was video presentations, audio-visuals, game-based tools, and other digital resources. Most preferred recorded presentations for their ease of conveying information and creating an interactive atmosphere.…”

“…The majority of students preferred recorded presentations, game-based learning, and Padlet and Blackboard platforms. A quasi-experimental research by [40], also found that video-supported collaborative learning by design (VSC-LBD) in professional education and training led to superior performance compared to the control group. This study provides evidence supporting learning environments and offers practical guidance for educators on effectively using interactive video resources in a collaborative manner.…”

“…Students exhibited favorable emotional responses, including feelings of delight, towards interactive activities, and the utilization of new tools, highlighting the emotional aspect of student involvement in mobile learning connected to the classroom. [40]. The study involved 60 nursing students using a hyper video-producing tool to learn urinary catheter placement.…”

“…However, nearly half of the participants (55%) reported disadvantages, such as distracting students with extracurricular games, long internet connections, and the need for all students to be online simultaneously. Financial concerns were also raised, as digital technologies require new devices, more applications, and more money than traditional learning methods, which alien with [40,57]. To ensure effective use of digital technologies, e cient monitoring and guidance strategies should be implemented, and alternative o ine activities should be provided for students who may face internet connectivity issues.…”

A blended learning using contextual teaching learning: strengthening nursing students’ procedural knowledge and interprofessional collaboration

“…Smartphones are considered to provide enormous benefits in the field of nursing education, namely the ease of accessing e-learning. The use of elearning technology makes learning more interesting and flexible so that the efficiency and effectiveness of learning are assessed (Zhampeissova et al, 2020, Franco et al, 2021. Face-to-face learning is also able to deepen their nursing skills; however, the digital era requires nursing students to master their knowledge and skills comprehensively from both sources: e-learning and face-to-face learning (O'Connor and Andrews, 2018).…”