An Examination of the Effect of Instructional Timing of Web-Based Scenarios on Student Recall

Autor/in	McElroy, Vanessa G.
Titel	An Examination of the Effect of Instructional Timing of Web-Based Scenarios on Student Recall
Quelle	(2018), (110 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-1003-8
Schlagwörter	Hochschulschrift; Dissertation; Web Based Instruction; Vignettes; Time Factors (Learning); Recall (Psychology); Long Term Memory; Nursing Education; Nursing Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Web Based Training; Abberufung; Langzeitgedächtnis; Pflegepädagogik
Abstract	Web-based technology has evolved to include interactive software that allows learners to prepare for real-life situations in the workforce. Educators and learners perceive interactive software, such as web-based scenarios, as a tool to support instructional content. Knowledge acquisition, enjoyment, and group discussions are just a few attributes included in literature content that supports web-based technology. Yet, literature content remains limited and unclear as to the time frame in which web-based case scenario software should be implemented during the learning process and how instructional timing effects long-term memory recall. The purpose of this quasi-experimental study was to examine if there was a difference in nursing students' long-term memory recall based on the timing of web-based case scenario completion. A total of 118 participants attending a nursing program were assigned to two groups. Group A completed a web-based scenario two weeks after the completion of the unit lecture and Group B completed the same scenario four weeks after lecture. Both groups then completed a proctored unit examination at six weeks after the lecture. Data were analyzed using a two-group comparison. The paired samples test indicated that based on n = 59 (M = 1.203 > p < 0.05), the mean score in Group A was greater than Group B. The significance (S = 0.721 > p = 0.05) indicated that the null hypothesis was accepted and there was no significant difference in nursing students' long-term memory recall based on the timing of web-based scenario based on two and four weeks of engagement. Although this study did not find a significant difference between the time frame, the results indicated that web-based technology used during the two and four-week time frame supported memory recall. Additional research is needed to examine if timing of web-based scenarios influences learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01