Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study

Area of Science:

• Nursing Education
• Educational Psychology
• Digital Learning

Background:

• Active learning methods are crucial for developing critical thinking in nursing students.
• Traditional face-to-face teaching may not be the only effective method for knowledge acquisition.

Purpose of the Study:

• To compare the effectiveness of active virtual learning versus active face-to-face learning for nursing students.
• To determine if virtual teaching methods impact knowledge acquisition and retention in psychology courses.

Main Methods:

• A comparative study involving two groups of nursing students: one face-to-face and one virtual.
• The virtual group utilized the Effective Learning Strategy (ELS) with video seminars and interactive tools.
• Knowledge tests were administered pre- and post-intervention, with a follow-up exam for retention.

Main Results:

• No significant differences were found in knowledge test scores or final grades between the virtual and face-to-face groups.
• Study habits and social support positively correlated with better post-intervention scores.
• Digital safety literacy showed an inverse association with final grades.

Conclusions:

• The Effective Learning Strategy (ELS) virtual model is equally effective as face-to-face active learning for psychology.
• Virtual active learning presents a viable alternative for nursing education.
• Further research may explore specific factors influencing outcomes in different learning modalities.