1 Nursing Department, Jahrom University of Medical Sciences, Jahrom, Iran;

2 Medical Education Center, Jahrom University of Medical Sciences, Jahrom, Iran

3 Quality Improvement in Clinical Education Research Center, Education Development Center, Shiraz University of Medical Sciences, Shiraz, Iran


Introduction: In this study, the authors aimed to examine theeffects of cooperative learning methods using Web Quest andteam-based learning on students’ self-direction, self-regulation,and academic achievement.Methods: This is a comparative study of students taking a course inmental health and psychiatric disorders. In two consecutive years,a group of students were trained using the Web Quest approachas a teaching strategy (n=38), while the other group was taughtusing team-based learning (n=39). Data gathering was based onGuglielmino’s self-directed learning readiness scale (SDLRS) andBuford’s self-regulation questionnaire. The data were analyzed bydescriptive test using M (IQR), Wilcoxon signed-rank test, andthe Mann–Whitney U-test in SPSS software, version 13. p<0.05was considered as the significance level.Results: The results of the Mann–Whitney U test showed that theparticipants’ self- directed (self-management) and self-regulatedlearning differed between the two groups (p=0.04 and p=0.01,respectively). Wilcoxon test revealed that self-directed learningindices (self-control and self-management) were differed betweenthe two strategies before and after the intervention. However, thescores related to learning (students’ final scores) were higher inthe WebQuest approach than in team-based learning.Conclusion: By employing modern educational approaches,students are not only more successful in their studies but alsoacquire the necessary professional skills for future performance.Further research to compare the effects of new methods ofteaching is required.Keywords: Clinical; Nursing; Training; Students learning; Internet; Problem-based learning