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A study of the effectiveness of an interactive computer classroom
J L Ayoub1, C Vanderboom, M Knight
1University of Arizona College of Nursing, Tucson 85721. jayoub@rn1.nursing.arizona.edu
Computers in Nursing
|December 9, 1998
Summary
Interactive computer classrooms (ICC) significantly improved nursing students' academic performance and class participation compared to traditional lectures. While attendance remained similar, students felt ICC enhanced understanding, despite faculty and student challenges with technology.
Area of Science:
- Educational Technology
- Nursing Education
Background:
- Traditional lecture/discussion (LD) formats are common in nursing education.
- Interactive Computer Classrooms (ICC) offer a technology-enhanced alternative for collaborative learning.
Purpose of the Study:
- To compare the effectiveness of an ICC versus a traditional LD format in a nursing management course.
- To evaluate the impact of ICC on academic performance, class participation, and attendance.
Main Methods:
- A quasi-experimental design comparing an ICC group with a concurrent LD control group.
- Data collection included course exams, direct observation of participation, and attendance records.
- Student feedback was gathered through open-ended evaluation forms.
Main Results:
- The ICC group demonstrated significantly higher examination scores and class participation frequency than the LD group.
- No significant difference was found in class attendance between the two groups.
- Students in the ICC group reported enhanced application and understanding of course material.
Conclusions:
- Interactive Computer Classrooms can effectively enhance academic performance and engagement in nursing management education.
- While beneficial, the implementation of ICC requires faculty and student adaptation to technology and potential delays.