The effect of web quest and team-based learning on student's selfregulation
Author(s):
Abstract:
Introduction
In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students self-direction, self-regulation, and academic achievement.Methods
This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the Web Quest approach as a teaching strategy (n=38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielminos self-directed learning readiness scale (SDLRS) and Bufords self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the MannWhitney U-test in SPSS software, version 13. pResults
The results of the MannWhitney U test showed that the participants self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students final scores) were higher in the WebQuest approach than in team-based learning.Conclusion
By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.Keywords:
Clinical , Nursing , Training , Students learning , Internet , Problem , based learning
Language:
English
Published:
Journal of Advances in Medical Education & Professionalism, Volume:4 Issue: 2, Apr 2016
Pages:
80 to 87
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