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Assessment of Web-based learning in ...

Brownrigg, Vicki J.

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Assessment of Web-based learning in nursing: The role of social presence.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Assessment of Web-based learning in nursing: The role of social presence./
作者:	Brownrigg, Vicki J.
面頁冊數:	124 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1389.
Contained By:	Dissertation Abstracts International66-03B.
標題:	Health Sciences, Nursing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3168648
ISBN:	0542050439

Assessment of Web-based learning in nursing: The role of social presence.
Brownrigg, Vicki J.

Assessment of Web-based learning in nursing: The role of social presence. - 124 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1389.

Thesis (Ph.D.)--University of Colorado Health Sciences Center, 2005.

As the number of online educational offerings explode in higher education in general, and specifically in nursing, there is increasing concern that the use of the technology is rapidly outpacing the research needed to guide it. Based upon Chickering and Gamsons's Seven principles for good practice in undergraduate education (1987), Billings has proposed a framework for assessing the dynamic relationships among technology, teaching and learning practices, and outcomes in Web-based nursing courses. Others (Gunawardena & Zittle, 1997; Rourke, et al, 1999) are investigating the role of social presence for enhancing outcomes in online education. A comparison of the Billings' Framework and social presence characteristics reveals many possible commonalities. The purpose of this research was to examine the role of social presence in online nursing education. Relationships among selected concepts from the Billings' Framework measured by the EEUWIN (Evaluating the Educational Uses of Web-based Courses in Nursing) Survey and characteristics of social presence were investigated.

ISBN: 0542050439Subjects--Topical Terms:

1017798
Health Sciences, Nursing.

Assessment of Web-based learning in nursing: The role of social presence.
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500 $a Director: Diane J. Skiba.
502 $a Thesis (Ph.D.)--University of Colorado Health Sciences Center, 2005.
520 $a As the number of online educational offerings explode in higher education in general, and specifically in nursing, there is increasing concern that the use of the technology is rapidly outpacing the research needed to guide it. Based upon Chickering and Gamsons's Seven principles for good practice in undergraduate education (1987), Billings has proposed a framework for assessing the dynamic relationships among technology, teaching and learning practices, and outcomes in Web-based nursing courses. Others (Gunawardena & Zittle, 1997; Rourke, et al, 1999) are investigating the role of social presence for enhancing outcomes in online education. A comparison of the Billings' Framework and social presence characteristics reveals many possible commonalities. The purpose of this research was to examine the role of social presence in online nursing education. Relationships among selected concepts from the Billings' Framework measured by the EEUWIN (Evaluating the Educational Uses of Web-based Courses in Nursing) Survey and characteristics of social presence were investigated.
520 $a Data were collected from surveys conducted through the Flashlight Project through the TLT (Teaching/Learning/Technology) arm of the AAHE during the fall 2004 semester. Data analysis using simple and multiple regression techniques to answer the identified research questions occurred in February, 2005.
520 $a Bivariate correlations indicate all concepts investigated are significantly correlated at the p < .001 level. Standard multiple regression revealed the educational practices of student-faculty interaction and interaction with peers are related to the outcome of connectedness and provide a statistically significant model for the prediction of connectedness. A simple regression indicates social presence is related to the outcome of connectedness with R2 equal to 26.5%. Results of hierachial multiple regression analysis supports the regression model of student-faculty interaction and interaction with peers but fails to demonstrate that social presence adds to the prediction of connectedness when added to these concepts. Finally, hierarchial multiple regression analysis indicates social presence does significantly add to concepts in the Billings Framework in the prediction of student satisfaction.
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