The effects of computer-based virtual learning environments on nursing students’ mathematical learning in medication processes

Abstract

Computer-based virtual learning environments (CBVLEs) are potentially useful teaching tools for training nursing students in professional duties such as the mathematical tasks associated with medication processes. In this study, a CBVLE was designed with well-structured instructional activities such as interleaved practice and feedback. Mathematical medication scenarios and basic arithmetic exercises were integrated into the CBVLE. Four training conditions were used in the CBVLE to facilitate extra support for mathematical medication learning: (1) learning without worked examples, (2) learning with worked examples involving domain-specific knowledge, (3) learning with worked examples involving regular thinking strategies, and (4) learning with combined worked examples. This study was conducted with 118 nursing students enrolled in post-secondary nursing education and Bachelor’s nursing programmes. Students were pre-tested and post-tested on their mathematical medication learning. Training in the CBVLE improved mathematical medication learning for all students from pre-test to the post-test stages, but no differences were found among the four different conditions. Nursing students’ prior knowledge, non-verbal intelligence, and number of correct tasks predicted mathematical medication learning outcomes. When controlling for non-verbal intelligence, students in the condition 1 benefited more than students in condition 3 in terms of their mathematical medication learning outcomes. The same accounted for the support of the low-achieving students in the CBVLE. The support conditions for the high-achieving group appeared to be unimportant for mathematical medication learning. It seems that technology is taken over some of the capacity of working memory, which accounts for the benefits to the low-achieving learners.

Revisión bibliográfica del desarrollo de competencias investigativas a través de la modalidad virtual para el aprendizaje

“…Los entornos virtuales para el aprendizaje son espacios que permiten los procesos de aprendizaje formal a través de tareas y actividades, logrando así la meta de construcción de aprendizajes (Wang et al, 2018). Por su parte, Zwart et al (2021) señalan que los estudiantes obtienen experiencias de su proceso de aprendizaje mediante actividades virtuales. Picón (2020) indica que la modalidad virtual en el aprendizaje permite llevar a cabo actividades grupales y colaborativas de forma atractiva e interactiva, pero que además, como lo mencionan Baker y Chick (2006), la modalidad virtual no debe ser realizada al azar, sino que debe tener sus bases en la pedagogía, además de un contexto educativo.…”

“…A continuación se analizan las investigaciones identificadas con enfoque cuantitativo correspondientes al eje "Modalidad virtual para el aprendizaje" (Abdullah et al, 2021;Ambawati et al, 2021;Aramendiz y Córdova, 2019;Battaglia et al, 2019;Bautista et al, 2020;Bottini y Gillis, 2021;Huambachano et al, 2020;De Ponti et al, 2020; ie revista de investigación educativa de la Rediech vol. 13 • 2022 • e1598 • ISSN: 2448-8550 10 Durán, 2018; Fiangga et al, 2021;Ibáñez et al, 2018;Ihama y Eguasa, 2021;Inzunza et al, 2019;Kingsbury, 2020;Marciniak y Sallán, 2018;Matosas-López et al, 2019;Mercado et al, 2019;Mora-Vicarioli, 2019;Quesada-Castillo, 2019;Rincón et al, 2019;Luna y Hernández, 2020;Steehler et al, 2020;Zwart et al, 2021).…”

Development of a Virtual Lab in Science-Physics Learning Based on the STEM Approach

“…The STEM approach has a positive effect on the development of scientific process skills and improves their attitudes and motivation. With the existence of a virtual lab based on the STEM approach, it is very impactful for students and has a very significant effectiveness and is an alternative for students in developing the learning process in schools and the real world (Zwart et al, 2021;Gunawan., 2017;Ying-Shao. 2017;Uğur., 2020).…”

Medical Students’ Satisfaction with the Quality of E-learning During the COVID-19 Pandemic at Shiraz University of Medical Sciences

“…According to the studies conducted in Iran, the quality of e-learning affects students' satisfaction with e-learning. For instance, a study conducted at Zahedan University of Medical Sciences by Zwart et al (2021) concluded that students perceived a significant difference between the current situation and the desired educational services in the service quality model, which consisted of five dimensions, including reliability, responsiveness, assurance, empathy, and tangibility. In the mentioned study, the majority of the students (81.6%) perceived a negative quality gap (18).…”

“…For instance, a study conducted at Zahedan University of Medical Sciences by Zwart et al (2021) concluded that students perceived a significant difference between the current situation and the desired educational services in the service quality model, which consisted of five dimensions, including reliability, responsiveness, assurance, empathy, and tangibility. In the mentioned study, the majority of the students (81.6%) perceived a negative quality gap (18). According to other reports, learners' participation in an e-learning course could affect their attitude toward elearning given their different learning styles (19,20).…”