Students’ engagement and learning experiences using virtual patient simulation in a computer supported collaborative learning environment

Adefila, Arinola; Opie, Joanne; Ball, Steven; Bluteau, Patricia

doi:10.1080/14703297.2018.1541188

Cited by 14 publications

(1 citation statement)

References 17 publications

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“…The Electronic Journal of e-Learning Volume 21 Issue 3 2023 www.ejel.org 124 ©The Authors reconfigurations" (Chavez and Romero, 2012;Adefila et al, 2020). As for nursing education programs, given that the US National guidelines, before the pandemic, recommended for simulations to substitute up to 50% of in-person clinical time (Dolan, Amidon, & Gephart, 2021), there was considerable interest in US institution for virtual simulations, interest that significantly increased with the pandemic.…”

Section: The Role Of Technology In Csclmentioning

confidence: 99%

Collaborative Approaches in Online Nurse Education: A Systematic Literature Review

Pozzi

Manganello

Passarelli

et al. 2023

EJEL

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According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients’ health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools – often used to support simulations – took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the f2f sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a shared artefact and striving to make virtual simulations actually collaborative, rather than limited to envisage student interactions in the debriefing phase. The paper also proposes a number of research areas seldom investigated and that would deserve further attention in the future.

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Section: The Role Of Technology In Csclmentioning

confidence: 99%

Collaborative Approaches in Online Nurse Education: A Systematic Literature Review

Pozzi

Manganello

Passarelli

et al. 2023

EJEL

View full text Add to dashboard Cite

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Implementation of Virtual Learning Objects in the Development of Mathematical Skills: A Qualitative Analysis from the Student Experience

Cóndor-Herrera

Ramos-Galarza

Acosta-Rodas

2021

HCI International 2021 - Posters

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Do Ethics and Values Play a Role in Virtual Education? A Study on the Perception of Students and Teachers

Piragauta

Oliveira

2022

J Acad Ethics

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Learning in virtual environments is an ethical experience. This research aimed to understand the ethical experience of a virtual learning environment from the perspective of university students and their teachers. The participants were 205 higher education students from different Spanish-speaking countries (Colombia, Argentina, Mexico, Ecuador, and Spain) and 30 teachers who acted as tutors in virtual education. The study used a design-based research method and quantitative instruments for the collection of empirical data. The data analysis showed that students and teachers perceive responsibility, commitment, and respect as values inherent to virtual education, and may have a moderately different ethical experience based on these values. With this research, we intend to contribute to a better understanding of the coexistence of human beings in virtual learning environments. We argue that it is necessary to question or rethink the pedagogical paradigms that guide virtual education, endowing them with humanity, and recognizing their ethical dimension as funda-mental. Supplementary Information The online version contains supplementary material available at 10.1007/s10805-022-09459-z.

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Students’ engagement and learning experiences using virtual patient simulation in a computer supported collaborative learning environment

Cited by 14 publications

References 17 publications

Collaborative Approaches in Online Nurse Education: A Systematic Literature Review

Collaborative Approaches in Online Nurse Education: A Systematic Literature Review

Implementation of Virtual Learning Objects in the Development of Mathematical Skills: A Qualitative Analysis from the Student Experience

Do Ethics and Values Play a Role in Virtual Education? A Study on the Perception of Students and Teachers

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