کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
367917 621550 2015 7 صفحه PDF سفارش دهید دانلود رایگان
عنوان انگلیسی مقاله ISI
Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students
ترجمه فارسی عنوان
استفاده از فن آوری آموزشی و از مدل دانش محتوا (TPACK) به منظور توسعه یک دوره نوشتن انگلیسی آنلاین برای دانشجویان پرستاری
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تولید محتوا
با 10 درصد تخفیف ویژه دانشیاری
کلمات کلیدی
مدل TPACK؛یادگیری نوشتن ؛ دانشجویان پرستاری؛ آموزش پرستاری
موضوعات مرتبط
علوم پزشکی و سلامت پرستاری و مشاغل بهداشتی پرستاری
چکیده انگلیسی

SummaryBackgroundLearning English as foreign language and computer technology are two crucial skills for nursing students not only for the use in the medical institutions but also for the communication needs following the trend of globalization. Among language skills, writing has long been ignored in the curriculums although it is a core element of language learning.ObjectivesTo apply the TPACK (Technological Pedagogical and Content Knowledge) model to design an online English writing course for nursing students, and to explore the effects of the course to the students' learning progress as well as their satisfactions and perceptions.Research MethodsA single-group experimental study, utilizing the CEEC (College Entrance Examination Center) writing grading criteria and a self-designed course satisfaction questionnaire, is used. Fifty one nursing students who were in their first/four semesters of the two year vocational pre-registration nursing course in a Taiwan university were selected using convenience sampling.Data Analysis MethodsQuantitative data were analyzed using descriptive statistics and repeated measure MANOVA. Qualitative data were analyzed by content analysis.ResultsStudents' writing competence had been improved significantly in every dimension after the instruction. Only half of the learners preferred online writing compared to the traditional way of writing by hand. Additionally, participants reported that they would prefer to receive feedback from the teacher than peers, yet they did not like the indirect feedback. The teacher perceived the course as meaningful but demanding for both learning and teaching sides. To implement the peer review activities and give feedback on time were two major challenges during the cycles.ConclusionsThe TPACK model suggests a comprehensive and effective teaching approach that can help enhance nursing students' English writing performance. Teachers are advised to consider its implementation when designing their syllabus.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Nurse Education Today - Volume 35, Issue 6, June 2015, Pages 782–788
نویسندگان
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