Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6846206 | Nurse Education in Practice | 2018 | 4 Pages |
Abstract
Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (nâ¯=â¯162) was taught using a web-based PBL teaching approach, while the control group (nâ¯=â¯166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (Pâ¯<â¯0.01) compared with the control group. In addition, 92.6% of students in the experimental group expressed satisfaction with the new web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning.
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Authors
Yongxia Ding, Peili Zhang,