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Millennial students' preferred learn...

Roa, Michelle L.

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Millennial students' preferred learning style: Evaluation of collaborative learning versus traditional lecture methods.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Millennial students' preferred learning style: Evaluation of collaborative learning versus traditional lecture methods./
作者:	Roa, Michelle L.
面頁冊數:	174 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.
Contained By:	Dissertation Abstracts International76-02B(E).
標題:	Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3640067
ISBN:	9781321252217

Millennial students' preferred learning style: Evaluation of collaborative learning versus traditional lecture methods.
Roa, Michelle L.

Millennial students' preferred learning style: Evaluation of collaborative learning versus traditional lecture methods. - 174 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.

Thesis (Ph.D.)--Nova Southeastern University, 2013.

This item must not be sold to any third party vendors.

Background. Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups.

ISBN: 9781321252217Subjects--Topical Terms:

528444
Nursing.

Millennial students' preferred learning style: Evaluation of collaborative learning versus traditional lecture methods.
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245 1 0 $a Millennial students' preferred learning style: Evaluation of collaborative learning versus traditional lecture methods.
300 $a 174 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-02(E), Section: B.
500 $a Adviser: Lynne Bryant.
502 $a Thesis (Ph.D.)--Nova Southeastern University, 2013.
506 $a This item must not be sold to any third party vendors.
520 $a Background. Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups.
520 $a Purpose. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style.
520 $a Theoretical Framework. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions.
520 $a Methods. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment.
520 $a Results. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style.
520 $a Conclusions. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.
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