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Students' preferences for collaborative learning processes
1Maryland Community College, Spruce Pine, NC, USA.
Nursingconnections
|May 23, 2002
Summary
Nontraditional nursing students prefer inquiry-based learning, while traditional-aged students favor collaborative interaction. Understanding these diverse instructional preferences is key for effective Associate Degree nursing education.
Area of Science:
- Nursing Education
- Educational Psychology
- Adult Learning Theory
Background:
- Collaborative learning enhances problem-solving in multidisciplinary healthcare settings.
- Associate Degree nursing programs serve diverse student populations with varying learning needs.
- Instructional methods must adapt to the evolving demographics of nursing students.
Purpose of the Study:
- To compare the instructional method preferences of "nontraditional" and "traditional-aged" students in Associate Degree nursing education.
- To identify differences in learning preferences based on student year, age, ethnicity, and gender.
- To inform the development of more effective and inclusive nursing curricula.
Main Methods:
- A comparative study utilizing the Student Orientations Survey (Morstain, 1976).
- Data collected from first- and second-year nursing students across nine North Carolina community colleges.
- Analysis of variance with covariance (ANCOVA) used to compare instructional preferences.
Main Results:
- First-year and high-school-aged students preferred achievement-oriented learning with structured assignments and assessment.
- Older, nontraditional students demonstrated inquiry-oriented preferences.
- Second-year students and those aged 18-22 favored independent study and collaborative interaction with faculty.
Conclusions:
- Significant differences exist in instructional preferences between traditional and nontraditional nursing students.
- Tailoring educational strategies to accommodate diverse learning styles, such as inquiry-based and collaborative methods, is crucial.
- Recognizing ethnic and gender-based preferences can further refine instructional design in nursing education.
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