The Effect of Blogging on Learning and its Persistence in Undergraduate Nursing Students
Background and objective: Blogging is a method of sharing and reflecting on experiences of students in the World Wide Web with potentially global learning. The aim of this study was to determine the effects of Blogging on learning and persistence in nursing students taking heart disease course. M...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Zanjan University of Medical Sciences and Health Services
2017-06-01
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| Series: | Journal of Medical Education Development |
| Subjects: | |
| Online Access: | http://zums.ac.ir/edujournal/article-1-601-fa.pdf |
| _version_ | 1797712502187884544 |
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| author | nayereh Baghcheghi HamidReza Kohestani Korosh Rezaei |
| author_facet | nayereh Baghcheghi HamidReza Kohestani Korosh Rezaei |
| author_sort | nayereh Baghcheghi |
| collection | DOAJ |
| description | Background and objective: Blogging is a method of sharing and reflecting on experiences of students in the World Wide Web with potentially global learning. The aim of this study was to determine the effects of Blogging on learning and persistence in nursing students taking heart disease course.
Materials and Methods: This is a semi-experimental study in which 28 fourth semester undergraduate nursing students participated. They were divided randomly into two control and experiment groups and heart disease nursing course was taught to both groups. In intervention group, in addition to the usual method of teaching, students created an educational blog butthe control group was taught by the traditional method. The students’ learning was examined before, and immediately after the intervention, and three months after it via a researcher-made test. The validity of the questionnaire was confirmed by content validity and its reliability was evaluated by Cronbach’s alpha (r=0.76).
Results: Mean of pre-test and post-tests 1 and 2 scores of learning were 6.26±1.65, 16.01±2.48, 14.66± 1.77 in control group and 6.75±1.55, 16.29±2.17, 16.18±1.88in experiment group respectively. The mean scores of learning in the both groups increased significantly after the education. The results showed that no significant difference between the two groups in pre-test and post-test 1 scores, but did show a significant difference between the two groups in post-test 2 scores (p=0.03).
Conclusion: This study showed that immediate post training intervention learning was more effective in both groups, but in intervention group performed much better. |
| first_indexed | 2024-03-12T07:21:46Z |
| format | Article |
| id | doaj.art-ebbf87fed9bd4dc68c41ebd3186c141f |
| institution | Directory Open Access Journal |
| issn | 2251-9521 2251-9521 |
| language | English |
| last_indexed | 2024-03-12T07:21:46Z |
| publishDate | 2017-06-01 |
| publisher | Zanjan University of Medical Sciences and Health Services |
| record_format | Article |
| series | Journal of Medical Education Development |
| spelling | doaj.art-ebbf87fed9bd4dc68c41ebd3186c141f2023-09-02T22:22:40ZengZanjan University of Medical Sciences and Health ServicesJournal of Medical Education Development2251-95212251-95212017-06-019245664The Effect of Blogging on Learning and its Persistence in Undergraduate Nursing Studentsnayereh BaghcheghiHamidReza KohestaniKorosh RezaeiBackground and objective: Blogging is a method of sharing and reflecting on experiences of students in the World Wide Web with potentially global learning. The aim of this study was to determine the effects of Blogging on learning and persistence in nursing students taking heart disease course. Materials and Methods: This is a semi-experimental study in which 28 fourth semester undergraduate nursing students participated. They were divided randomly into two control and experiment groups and heart disease nursing course was taught to both groups. In intervention group, in addition to the usual method of teaching, students created an educational blog butthe control group was taught by the traditional method. The students’ learning was examined before, and immediately after the intervention, and three months after it via a researcher-made test. The validity of the questionnaire was confirmed by content validity and its reliability was evaluated by Cronbach’s alpha (r=0.76). Results: Mean of pre-test and post-tests 1 and 2 scores of learning were 6.26±1.65, 16.01±2.48, 14.66± 1.77 in control group and 6.75±1.55, 16.29±2.17, 16.18±1.88in experiment group respectively. The mean scores of learning in the both groups increased significantly after the education. The results showed that no significant difference between the two groups in pre-test and post-test 1 scores, but did show a significant difference between the two groups in post-test 2 scores (p=0.03). Conclusion: This study showed that immediate post training intervention learning was more effective in both groups, but in intervention group performed much better.http://zums.ac.ir/edujournal/article-1-601-fa.pdfBloggingPersistence of learning |
| spellingShingle | nayereh Baghcheghi HamidReza Kohestani Korosh Rezaei The Effect of Blogging on Learning and its Persistence in Undergraduate Nursing Students Journal of Medical Education Development Blogging Persistence of learning |
| title | The Effect of Blogging on Learning and its Persistence in Undergraduate Nursing Students |
| title_full | The Effect of Blogging on Learning and its Persistence in Undergraduate Nursing Students |
| title_fullStr | The Effect of Blogging on Learning and its Persistence in Undergraduate Nursing Students |
| title_full_unstemmed | The Effect of Blogging on Learning and its Persistence in Undergraduate Nursing Students |
| title_short | The Effect of Blogging on Learning and its Persistence in Undergraduate Nursing Students |
| title_sort | effect of blogging on learning and its persistence in undergraduate nursing students |
| topic | Blogging Persistence of learning |
| url | http://zums.ac.ir/edujournal/article-1-601-fa.pdf |
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