Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis

BackgroundEffective pedagogy that encourages high standards of excellence and commitment to lifelong learning is essential in health professions education to prepare students for real-life challenges such as health disparities and global health issues. Creative learning and innovative teaching strat...

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Main Authors: Jennie C De Gagne, Paula D Koppel, Hyeyoung K Park, Allen Cadavero, Eunji Cho, Sharron Rushton, Sandra S Yamane, Kim Manturuk, Dukyoo Jung
Format: Article
Language:English
Published: JMIR Publications 2021-06-01
Series:JMIR Medical Education
Online Access:https://mededu.jmir.org/2021/2/e27736
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author Jennie C De Gagne
Paula D Koppel
Hyeyoung K Park
Allen Cadavero
Eunji Cho
Sharron Rushton
Sandra S Yamane
Kim Manturuk
Dukyoo Jung
author_facet Jennie C De Gagne
Paula D Koppel
Hyeyoung K Park
Allen Cadavero
Eunji Cho
Sharron Rushton
Sandra S Yamane
Kim Manturuk
Dukyoo Jung
author_sort Jennie C De Gagne
collection DOAJ
description BackgroundEffective pedagogy that encourages high standards of excellence and commitment to lifelong learning is essential in health professions education to prepare students for real-life challenges such as health disparities and global health issues. Creative learning and innovative teaching strategies empower students with high-quality, practical, real-world knowledge and meaningful skills to reach their potential as future health care providers. ObjectiveThe aim of this study was to explore health profession students’ perceptions of whether their learning experiences were associated with good or bad pedagogy during asynchronous discussion forums. The further objective of the study was to identify how perceptions of the best and worst pedagogical practices reflected the students’ values, beliefs, and understanding about factors that made a pedagogy good during their learning history. MethodsA netnographic qualitative design was employed in this study. The data were collected on February 3, 2020 by exporting archived data from multiple sessions of a graduate-level nursing course offered between the fall 2016 and spring 2020 semesters at a large private university in the southeast region of the United States. Each student was a data unit. As an immersive data operation, field notes were taken by all research members. Data management and analysis were performed with NVivo 12. ResultsA total of 634 posts were generated by 153 students identified in the dataset. Most of these students were female (88.9%). From the 97 categories identified, four themes emerged: (T) teacher presence built through relationship and communication, (E) environment conducive to affective and cognitive learning, (A) assessment and feedback processes that yield a growth mindset, and (M) mobilization of pedagogy through learner- and community-centeredness. ConclusionsThe themes that emerged from our analysis confirm findings from previous studies and provide new insights. Our study highlights the value of technology as a tool for effective pedagogy. A resourceful teacher can use various communication techniques to develop meaningful connections between the learner and teacher. Styles of communication will vary according to the unique expectations and needs of learners with different learning preferences; however, the aim is to fully engage each learner, establish a rapport between and among students, and nurture an environment characterized by freedom of expression in which ideas flow freely. We suggest that future research continue to explore the influence of differing course formats and pedagogical modalities on student learning experiences.
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spelling doaj.art-61f3c472d6ef474a997a995d142332d52022-12-21T17:42:54ZengJMIR PublicationsJMIR Medical Education2369-37622021-06-0172e2773610.2196/27736Nursing Students’ Perceptions about Effective Pedagogy: Netnographic AnalysisJennie C De Gagnehttps://orcid.org/0000-0001-9814-5942Paula D Koppelhttps://orcid.org/0000-0001-7105-1575Hyeyoung K Parkhttps://orcid.org/0000-0001-9303-4151Allen Cadaverohttps://orcid.org/0000-0001-5771-7967Eunji Chohttps://orcid.org/0000-0002-2540-1535Sharron Rushtonhttps://orcid.org/0000-0003-0370-9579Sandra S Yamanehttps://orcid.org/0000-0002-8873-9269Kim Manturukhttps://orcid.org/0000-0002-1908-1280Dukyoo Junghttps://orcid.org/0000-0002-0087-765XBackgroundEffective pedagogy that encourages high standards of excellence and commitment to lifelong learning is essential in health professions education to prepare students for real-life challenges such as health disparities and global health issues. Creative learning and innovative teaching strategies empower students with high-quality, practical, real-world knowledge and meaningful skills to reach their potential as future health care providers. ObjectiveThe aim of this study was to explore health profession students’ perceptions of whether their learning experiences were associated with good or bad pedagogy during asynchronous discussion forums. The further objective of the study was to identify how perceptions of the best and worst pedagogical practices reflected the students’ values, beliefs, and understanding about factors that made a pedagogy good during their learning history. MethodsA netnographic qualitative design was employed in this study. The data were collected on February 3, 2020 by exporting archived data from multiple sessions of a graduate-level nursing course offered between the fall 2016 and spring 2020 semesters at a large private university in the southeast region of the United States. Each student was a data unit. As an immersive data operation, field notes were taken by all research members. Data management and analysis were performed with NVivo 12. ResultsA total of 634 posts were generated by 153 students identified in the dataset. Most of these students were female (88.9%). From the 97 categories identified, four themes emerged: (T) teacher presence built through relationship and communication, (E) environment conducive to affective and cognitive learning, (A) assessment and feedback processes that yield a growth mindset, and (M) mobilization of pedagogy through learner- and community-centeredness. ConclusionsThe themes that emerged from our analysis confirm findings from previous studies and provide new insights. Our study highlights the value of technology as a tool for effective pedagogy. A resourceful teacher can use various communication techniques to develop meaningful connections between the learner and teacher. Styles of communication will vary according to the unique expectations and needs of learners with different learning preferences; however, the aim is to fully engage each learner, establish a rapport between and among students, and nurture an environment characterized by freedom of expression in which ideas flow freely. We suggest that future research continue to explore the influence of differing course formats and pedagogical modalities on student learning experiences.https://mededu.jmir.org/2021/2/e27736
spellingShingle Jennie C De Gagne
Paula D Koppel
Hyeyoung K Park
Allen Cadavero
Eunji Cho
Sharron Rushton
Sandra S Yamane
Kim Manturuk
Dukyoo Jung
Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis
JMIR Medical Education
title Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis
title_full Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis
title_fullStr Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis
title_full_unstemmed Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis
title_short Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis
title_sort nursing students perceptions about effective pedagogy netnographic analysis
url https://mededu.jmir.org/2021/2/e27736
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