Effects of Online Learning with Reflective Thinking Technique to Promote Learning Skills among Nursing Students
Keywords:
Online learning, Reflective thinking, Learning skills, Nursing studentsAbstract
This one–group quasi-experimental research aimed to investigate the effects of online learning through reflective thinking. This andragogy was designed to promote learning skills of nursing students at Boromarajonani College of Nursing, Buddhachinaraj, Phitsanulok Province, Thailand. A total of 125 third-year nursing students were purposely recruited for the study. The research instrument consisted of a combination of online teaching andragogy and reflective thinking assignment while studying Adult Nursing courses. Participants completed a reflective thinking assessment form and reflective thinking assignment, underpinned by Gibb’s reflective cycle method. The form was developed by researchers with adequate validity (Cronbach’s alpha coefficients 0.93). Data were analyzed using descriptive statistics, and paired t-tests. The processes of online learning with reflective thinking technique were observed, discussed and analyzed the content.
The results revealed a statistically significant improvement in the students' reflective thinking skill after participating (Mean=4.11, SD=0.51) compared to before participating (Mean=3.84, SD=0.53; p < 0.001). It also fostered learning skills, namely: cognitive skills development, collaboration and communication skills, career and learning skills, and computing and IT literacy skills, which are crucial for nursing students in the 21st century. We concluded that a combination of online teaching and reflective thinking could offer some inspiring and uplifting guidance regarding learning skills.
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