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Autonomy in nursing students process of knowledge construction: the educational chat as a teaching tool
Ana Paula Scheffer Schell da Silva1, Eva Néri Rubim Pedro
1Escola de Enfermagem, Universidade Federal do Rio Grande do Sul, RS, Brazil.
Revista Latino-Americana De Enfermagem
|June 16, 2010
Summary
Nursing students develop autonomy by recognizing their knowledge gaps. Educational chat in learning management systems (LMS) fosters this self-directed learning, supported by critical dialogue from educators.
Area of Science:
- Nursing Education
- Educational Technology
- Pedagogy
Background:
- Student autonomy is crucial for knowledge construction.
- Learning Management Systems (LMS) offer platforms for mediated learning.
- Educational chat features within LMS can facilitate student interaction and learning.
Purpose of the Study:
- To analyze the development of autonomy in nursing students.
- To investigate the role of educational chat in LMS for knowledge construction.
- To understand how mediated learning environments impact student autonomy.
Main Methods:
- Documental study employing a qualitative case study approach.
- Analysis of eight discussion transcripts from an educational chat in TelEduc LMS.
- Utilized NVivo software for data categorization and Content Analysis for information analysis.
Main Results:
- Nursing students' autonomy develops through acknowledging their own knowledge limitations.
- Professors can foster autonomy by posing critical questions and encouraging dialogue.
- Educational chat serves as a valuable pedagogical tool, promoting autonomous knowledge seeking.
Conclusions:
- Educational chat in LMS supports nursing students' autonomous knowledge construction.
- Facilitating critical dialogue is key for educators to enhance student autonomy.
- Embracing 'incompleteness' is vital for students' self-directed learning journey.
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