Abstract
In order to meet the healthcare needs of the US population, Registered Nurses (RNs), with Bachelor of Science in Nursing degrees, are needed. This descriptive posttest study, with independent samples, examined the use of audio-video with text-based feedback versus text-based only feedback on student's perceptions of the community of inquiry (COI) among RN-BSN online students (n=125), enrolled in one course at one university. The COI survey performed reliably with Cronbach's alpha .94 on the pretest and .98 on the posttest. No statistically significant difference was found between the groups on the pretest for teaching presence (p=.31), social presence (p=.40) or cognitive presence (p=.38). On the posttest, statistically significant difference between the groups was found for each COI presence: teaching (p=.00, control M=3.84, intervention M =4.45), social (p=.03, control M= 3.84, intervention M=4.31), and cognitive (p=.00, control M= 3.88, intervention M= 4.46). Students who report higher levels of cognitive presence are more likely to reenroll in subsequent semesters. Nurse educators and students may benefit from the use of AV feedback or other technologies to enhance COI presences in online courses and to promote student reenrollment. Further research is needed to explore student and faculty perceptions of the AV feedback's usefulness and relationship to course outcomes.
Sigma Membership
Eta Gamma
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Quantitative Research
Keywords:
Nursing Education, Audio-Video Feedback, Community of Inquiry
Advisors
Gray, Jennifer||Mintzbinder, Rhonda
Degree
PhD
Degree Grantor
The University of Texas at Arlington
Degree Year
2014
Recommended Citation
Lindley, Marie K., "A comparison of instructor audio-video with text-based feedback versus text-based feedback alone on students' perceptions of community of inquiry among RN-to-BSN online students" (2024). Dissertations. 981.
https://www.sigmarepository.org/dissertations/981
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2024-07-30
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3626844; ProQuest document ID: 1558183113. The author still retains copyright.