Journal of Advances in Medical Education & Professionalism

Comparison of the Effects of E-learning Blended with Collaborative Learning and Lecture-Based Teaching Approaches on Academic Self-Efficacy among Undergraduate Nursing Students: A Quasi-Experimental Study

MASUMEH HEMMATI MALSAKPAK; SIMA POURTEIMOUR

Volume 12, Issue 2 , April 2024, , Pages 102-110

https://doi.org/10.30476/jamp.2024.99100.1828

Abstract

Introduction: Applying new technologies in teaching has led to the phenomenon of blended learning (BL), which is currently flourishing as a specific requirement for higher self-efficacyand ... Read More Introduction: Applying new technologies in teaching has led to the phenomenon of blended learning (BL), which is currently flourishing as a specific requirement for higher self-efficacyand success in increasingly complex healthcare environments. Although various forms of novel education are on the rise worldwide, the effects of electronic learning (EL), combined withcollaborative learning (CL) and lecture-based teaching (LBT) approaches, have not yet been validated on academic self-efficacy among undergraduate nursing students.Methods: Utilizing a pre-/post-test comparison-group design, this quasi-experimental study was conducted on 70 undergraduate nursing students of Urmia University of Medical Sciences, Urmia, Iran, selected by the census sampling technique in 2020. The eligible participants were allocated to intervention groups, viz., the EL+LBT group (n=34) and the EL+CL group (n=36). A learning management system (LMS) was used for both intervention groups along with the LBT approach, and then 10 steps were integrated into the CL approach during 14 sessions, lasting 150 minutes. Afterward, a demographic information form and the College Academic Self-Efficacy Scale (CASES) were administered to collect the data. The data were analyzed using descriptive statistics, Chi-square test, independent-samples t-test, and analysis of covariance (ANCOVA).Results: No significant difference was observed in the CASE scores between the students were taught using the EL+LBT (113.76±16.98) and the EL+CL approaches (107.66±16.70) beforethe interventions (P=0.136). However, the CL+EL approaches resulted in the highest changes in the CASE scores at the pre-(107.66±16.70) and post-test (119.08±25.49) stages (P=0.019). Moreover, the female students attending the CL+EL classrooms experienced significantly positive differences in their CASE scores (127.12±30.34), compared to the males (112.65±19.30) (P=0.011).Conclusion: Blending the EL and CL approaches significantly promoted CASE among the undergraduate nursing students in this study by providing sufficient collaboration, essential educational equipment, and better technical support.

Predictors of Academic Success in Students of Tabriz University of Medical Sciences: A Cross-Sectional Study

MAHSA MAGHALIAN; REZA GHAFARI; SHIRIN OSOULI TABRIZI; NEDA NIKKHESAL; MOJGAN MIRGHAFOURVAND

Volume 11, Issue 3 , July 2023, , Pages 155-163

https://doi.org/10.30476/jamp.2022.96841.1725

Abstract

Introduction: Considering that academic success is one of the most important topics for medical sciences schools and faculty members, this study was conducted to determine the predictors ... Read More

The role of academic self-efficacy in improving students’ metacognitive learning strategies

ALI ASGHAR HAYAT; KARIM SHATERI

Volume 7, Issue 4 , October 2019, , Pages 205-212

https://doi.org/10.30476/jamp.2019.81200.

Abstract

Introduction: Metacognitive strategies play an essential role in students’ learning and achievement; therefore, identifying their antecedents should be considered. This ... Read More

Journal of Advances in Medical Education & Professionalism

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Keywords = Self-efficacy

Comparison of the Effects of E-learning Blended with Collaborative Learning and Lecture-Based Teaching Approaches on Academic Self-Efficacy among Undergraduate Nursing Students: A Quasi-Experimental Study

Abstract

Predictors of Academic Success in Students of Tabriz University of Medical Sciences: A Cross-Sectional Study

Abstract

The role of academic self-efficacy in improving students’ metacognitive learning strategies

Abstract