SUBMIT MANUSCRIPT

Pyrex Journal of Educational Research and Reviews(PJERR)

September 2016 Vol. 2(5), pp. 55-58

ISSN: 2985- 8879

Copyright 2016 Pyrex Journals




Full Length Research Paper


Use of audio and knowledge acquisition in the online classroom


Tracey Soper

College of Nursing, Downers Grove, Illinois, United States.

Corresponding Author E-mail: TSoper@nursingcollege.edu

Accepted 27th August, 2016



Abstract


It is known that 20% of the nursing students are not successful in passing the nursing course. Nurses are at the core of patient care and treatment and therefore must possess the knowledge of disease management, diagnosis, and treatment processes. Instructional designers are increasingly called upon to produce higher quality instructional programs using ever more efficient methodologies. The new paradigm of student centered learning has become the online classroom. Research is needed to understand the effectiveness of a weekly lesson recording as teaching-learning delivered in an online classroom. The purpose of study is to examine whether audio recorded lessons increase knowledge acquisition of nursing students. This study used a quantitative method using a true-experimental research design. The intervention that will be introduced will be the audio-recorded weekly lessons. Instead of only reading the lesson, the student is able to hear the lesson read to them. The study compared the knowledge acquisition of the undergraduate nursing students during period of prior to the audio component and the period after the audio component implementation. The data were in terms of the class grade distribution. These were the data during two time points, at the start of the online course and at the end of the online course. The sample included a minimum of 128 undergraduate Bachelor of Science in Nursing (BSN) students at a Nursing College. Data on their knowledge acquisition were collected through the examinations of students. A paired t-test of difference analysis was conducted to determine whether weekly audio recorded lessons increase the knowledge acquisition of the student nurse, as evidenced by increased scores in the class grade distribution and a decrease in attrition. The results of the paired t-test of difference analysis showed that there was no significant difference in knowledge acquisition by nursing students who have an audio recording of the weekly lesson and those who do not in their online course. Findings from this study may help instructional designers to produce higher quality instructional programs for the nursing discipline. Undergraduate nursing students require an effective teaching-learning delivery system to prepare them for the Registered Nurses (RN) National Council Licensure Examination (NCLEX). The purpose of this quantitative experimental study was to examine whether audio recorded lessons increase knowledge acquisition. An audio recording of the weekly lesson was added as an option for the student to learn. Instead of only reading the lesson, the student is able to hear the lesson read to them. A true-experimental design was conducted to compare the knowledge acquisition experience of undergraduate Bachelor of Science in Nursing (BSN) students at a Nursing College in the online classroom with and without audio recording. The grade distribution of the NURSING COURSE class with audio-recorded weekly lessons was contrasted to the NURSING COURSE, without audio recording.

Keywords: Nursing, audio-recording, online courses, lesson.

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