Examining students’ perceived reasoning skills in wiki-based PBL internship courses

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ying-Lien Lin, Wei-Tsong Wang
{"title":"Examining students’ perceived reasoning skills in wiki-based PBL internship courses","authors":"Ying-Lien Lin, Wei-Tsong Wang","doi":"10.14742/ajet.7866","DOIUrl":null,"url":null,"abstract":"This study aimed to investigate whether web-based problem-based learning (PBL) implemented using wiki applications (wikis) would result in differences in undergraduate students’ relationship commitment, interpersonal trust, knowledge-sharing behaviour (KSB) and reasoning skills in healthcare courses. Wikis have some features (e.g., extensive editing, version preservation and multi-user content editors) that are useful for enhancing collaborative learning, knowledge co-creation and authentic problem-solving in the PBL context. A quasi-experimental design was adopted to execute this survey. A total of 185 students were separated into either an experimental group (EG) with wikis or a control group (CG) without wikis, according to their PBL activities. Independent t tests showed a significant difference in four variables between the EG and the CG. The EG students exhibited a statistically significantly higher degree of relationship commitment, interpersonal trust, KSB and reasoning skills than the CG students. The conclusion of the results can provide beneficial information on students’ PBL experiences for instructors who aim to redesign their course materials and improve their higher education teaching methods. The research findings thus enrich the literature on healthcare education by addressing the influence of wikis on students’ PBL effectiveness, which is an under-researched area.\nImplications for practice or policy:\nWikis’ collaborative authoring function can encourage collaboration.\n\nUsing a wiki-based PBL approach can enhance students’ trust and commitment.\nUsing a wiki-based PBL approach can facilitate students’ KSB.\nUsing a wiki-based PBL approach can enhance students’ reasoning skills.\nUsing a collaborative learning method can complement wiki-based PBL approach.\n","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australasian Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.14742/ajet.7866","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

Abstract

This study aimed to investigate whether web-based problem-based learning (PBL) implemented using wiki applications (wikis) would result in differences in undergraduate students’ relationship commitment, interpersonal trust, knowledge-sharing behaviour (KSB) and reasoning skills in healthcare courses. Wikis have some features (e.g., extensive editing, version preservation and multi-user content editors) that are useful for enhancing collaborative learning, knowledge co-creation and authentic problem-solving in the PBL context. A quasi-experimental design was adopted to execute this survey. A total of 185 students were separated into either an experimental group (EG) with wikis or a control group (CG) without wikis, according to their PBL activities. Independent t tests showed a significant difference in four variables between the EG and the CG. The EG students exhibited a statistically significantly higher degree of relationship commitment, interpersonal trust, KSB and reasoning skills than the CG students. The conclusion of the results can provide beneficial information on students’ PBL experiences for instructors who aim to redesign their course materials and improve their higher education teaching methods. The research findings thus enrich the literature on healthcare education by addressing the influence of wikis on students’ PBL effectiveness, which is an under-researched area. Implications for practice or policy: Wikis’ collaborative authoring function can encourage collaboration. Using a wiki-based PBL approach can enhance students’ trust and commitment. Using a wiki-based PBL approach can facilitate students’ KSB. Using a wiki-based PBL approach can enhance students’ reasoning skills. Using a collaborative learning method can complement wiki-based PBL approach.
在基于维基的PBL实习课程中测试学生的感知推理技能
本研究旨在探讨以维基为基础的基于问题的学习(PBL)是否会影响大学生在医疗保健课程中的关系承诺、人际信任、知识分享行为(KSB)和推理能力。wiki有一些功能(例如,广泛的编辑、版本保存和多用户内容编辑),这些功能有助于在PBL环境中加强协作学习、知识共同创造和真正的问题解决。本次调查采用准实验设计。根据学生的PBL活动情况,将185名学生分为实验组(EG)和对照组(CG)。独立t检验显示EG和CG在四个变量上有显著差异。EG组学生的关系承诺、人际信任、KSB和推理能力均显著高于CG组学生。本研究的结论可以为教师提供有关学生PBL体验的有益信息,帮助他们重新设计课程教材,改进高等教育教学方法。研究结果丰富了健康教育的文献,解决了wiki对学生PBL有效性的影响,这是一个研究不足的领域。对实践或策略的启示:wiki的协作创作功能可以鼓励协作。使用基于wiki的PBL方法可以增强学生的信任和承诺。使用基于wiki的PBL方法可以促进学生的KSB。使用基于wiki的PBL方法可以提高学生的推理能力。使用协作学习方法可以补充基于wiki的PBL方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信