Interactive videodisc instruction with undergraduate nursing students using cooperative learning strategies

Area of Science:

• Nursing Education
• Educational Technology
• Cooperative Learning

Background:

• Interactive videodisc instruction (IVDI) offers potential for engaging learning experiences.
• Cooperative learning strategies can enhance student interaction and knowledge retention.
• Integrating technology in nursing education requires careful consideration of student and faculty readiness.

Purpose of the Study:

• To explore the effectiveness of interactive videodisc instruction (IVDI) combined with cooperative learning strategies.
• To compare the performance of homogeneous high-achievement, homogeneous average-achievement, and heterogeneous mixed-achievement student groups.
• To identify challenges and themes related to IVDI implementation in nursing education.

Main Methods:

• Baccalaureate nursing students were assigned to achievement-based groups (homogeneous high, homogeneous average, heterogeneous mixed).
• Groups of 3-5 students used IVDI for a lesson on heart sound auscultation and were videotaped.
• Group and individual posttests were administered immediately after and 2 weeks post-lesson.

Main Results:

• No significant differences in interaction, cooperativeness, or immediate group posttest scores were found among groups.
• Homogeneous high-achievement groups scored significantly higher on individual posttests 2 weeks later.
• All groups exhibited very low scores on individual posttests; many students struggled with IVDI interface and cooperative tasks.

Conclusions:

• IVDI with cooperative learning did not yield immediate differential achievement based on group composition.
• High-achieving students showed a delayed advantage, but overall low scores suggest limitations.
• Inexperienced students require substantial orientation to IVDI technology and cooperative learning; technical support is crucial for effective implementation.