Analysis of the Social Interaction of Perceived Problem-Based Learning Performance in Internship Courses

Autor/inn/en	Lin, Ying-Lien; Wang, Wei-Tsong
Titel	Analysis of the Social Interaction of Perceived Problem-Based Learning Performance in Internship Courses
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 1, S.194-209 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Wei-Tsong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12739
Schlagwörter	Problem Based Learning; Internship Programs; Social Behavior; Instructional Effectiveness; Cooperative Learning; Nursing Education; Nursing Students; College Students; Academic Achievement + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Berufspraktische Ausbildung; Social behaviour; Soziales Verhalten; Unterrichtserfolg; Kooperatives Lernen; Pflegepädagogik; Collegestudent; Schulleistung
Abstract	Background: This study aims to integrate the theories of social presence and social identity to examine the effectiveness of group-based problem-based learning (PBL) in learning communities. Social presence is a critical factor in determining the success of collaborative learning in group-based PBL activities. Although several studies have investigated the effects of using self-directed and collaborative learning, they present weak evidence within those studies to explain the impact of social interaction on perceived PBL performance in nursing internship programs. Objectives: This study develops a second-order formative model to examine the relationship between social presence, trust, social identification and students' perceived PBL performance. Methods: The partial least squares technique is used to analyse data from 409 nursing interns who studied at seven medical universities or nursing colleges. Results and Conclusions: The results indicate that all hypotheses are supported, which is an underaddressed topic in the nursing internship education literature. Notably, the findings of this study contribute to a better understanding of the interns' perceived PBL performance during the internship. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01