Background
Purpose
Methods
Setting and participants
Characteristic | Group 1 | Group 2 | Group 3 | Group4 | |
---|---|---|---|---|---|
Total number | 8 | 9 | 9 | 8 | |
Age | 19.25 ± 0.71 | 19.55 ± 0.53 | 19.44 ± 0.73 | 19.63 ± 0.92 | |
Sex | Male | 2 | 4 | 3 | 3 |
Female | 6 | 5 | 6 | 5 | |
Average score in last semester | < 60 | 0 | 0 | 1 | 0 |
60-69 | 0 | 0 | 0 | 1 | |
70-79 | 2 | 1 | 2 | 1 | |
80-89 | 6 | 7 | 6 | 6 | |
90-100 | 0 | 1 | 0 | 0 | |
Student residence | City | 1 | 3 | 2 | 2 |
Town | 4 | 5 | 2 | 3 | |
Countryside | 3 | 1 | 5 | 3 |
Course design and implementation
Section | Procedure | Principle | Scaffolding Strategies |
---|---|---|---|
1 Pre-class | 1-1 Online learning (video learning+ Assessment) | Contingency | Direction maintenance Explaining |
1-2 Self-practice | |||
2 In-class | 2-1 Quizzes and answers | ||
2-2 Students’ demonstration | Fading | The giving of hints Instructing Feeding back | |
2-3 Students’ discussion and questioning | |||
2-4 Instruction and commenting | |||
2-5 In-class practice | Transfer of responsibility | Encouragement | |
3 After class | 3-1 Self-review | ||
3-2 Self-practice |
Data collection
Data analysis
Ethical considerations
Results
Themes | Sub-themes | Corresponding Principles |
---|---|---|
Challenging learning experience | Accomplishing the learning task | Contingency |
Fostering independence | Fading | |
Increasing learner responsibility for the performance | Transfer of responsibility | |
Teacher-student interaction | Checking students’ understanding | Contingency |
Support role of the teachers | Fading | |
Respect to student efforts | Transfer of responsibility |
Theme 1: challenging learning experience
Accomplishing the learning task
“If there’s something we don’t understand, teachers will explain. However, we need to take control of our own learning progress.” (F1-P6)
“It is really different from our previous classes… It’s really difficult for us to learn all by ourselves.” (F3-P1)
“FNPC-FC placed more requirements on their pre-class learning sessions, which was a big challenge for us.” (F2-P2)
Students also stated that, while completing the learning activity was not pleasant, it was beneficial since it allowed them to gain a better understanding of associated nursing knowledge and skills, as well as identify their own defects and limitations.“I prefer the way I used to, at least I don't think I need to be trapped in the learning task before.” (F4-P4)
“If we have learned by ourselves with the support of the teachers, we can figure out more specific details in related knowledge.” (F3-P5)
Fostering independence
“Teacher didn't explain the course content step by step in the classroom. The level of teachers’ support is decreased over time.” (F4-P1)
“What we said and did were more than teachers.” (F4-P5)
After gradually getting used to the FNPC-FC, some students said that they preferred the atmosphere where they could express their opinions and be independent in the class.“It is difficult for us to be the master of the class.” (F2-P8)
“Everyone became more talkative, which makes learning happier and easier.” (F1-P4)
Increasing learner responsibility for the performance
“Our group was desired to be the high-performing group thus all the members were pushed to be consistently cognizant of the norms of ensuring mutual participation.” (F3-P7)
Some students believed that taking on this kind of responsibility caused them to perform poorly since they were under pressure.“The level of autonomous competence dictated whether the good performance could take place or not. We had to progress independently.” (F1-P6)
Some students believed that the difficulty in accepting responsibility stemmed from the fact that they were all reliant on their current learning orientation and habits.“We had a lot of pressure on class performance……. We appeared to be underperforming as well.” (F4-P2)
"We were used to the traditional class in which it was relatively easy for us to sit and listen. Suddenly changes happened, which required us to be more proactive, we all know that it would be not easy.” (F2-P5)
"We preferred to receive knowledge passively, rather than actively taking over the classroom." (F4-P3)
Theme 2: teacher-student interaction
Checking students’ understanding
“The teacher’s support was adapted to our current competence, and our learning resources would be updated.” (F2-P3)
“We can receive effective feedback from teachers…Sometimes the teacher seemed to be an observer.” (F3-P4)
Moreover, students’ opinions and suggestions were important information to improve the quality of scaffolding and teaching strategies. If the teachers could listen to students’ opinions seriously when checking students’ understanding about lessons, the students would be encouraged.“They (teachers) always knew what kind of mistakes we would make and gave us appropriate guidance.” (F4-P1)
“I noticed that some course videos did not display certain details clearly, therefore I made suggestions to the teacher. At the end of the semester, I discovered that the teachers had taken a clearer version of the film. It meant a lot to me that my recommendation was taken into consideration.” (F1-P3)
Support role of the teachers
Teachers provided emotional support to increase students’ confidence, which enabled students to build a state of readiness to learn.“Teachers would support us to solve the problem, but make sure we get there ourselves.” (F2-P1)
“Teachers always reminded us of our progress and giving praise and encouragement to us in class...Plus, they should make sure that we’re in the right frame of mind to do that lesson.” (F4-P7)
The teacher team provided students with curricular videos, text material, practicing laboratory, and other related learning resources. Students can learn the content of each learning session via video and text material, and then apply what they’ve learned through practice activities. As a result, the majority of the students interviewed valued the use of visual prompts, concrete text materials, and practical activities.“It doesn’t matter if we haven’t got it right. We are informed by the faculty that we don’t need to get everything done perfectly, just work hard.” (F2-P6)
“I would watch the video, use learning materials, and practice in the laboratory, so I can actually learn it for myself.” (F1-P1)
“The learning resources and support teachers provided were suitable for our current level. I can practice based on the videos and text materials provided by the teacher.” (F4-P3)
Respect to student efforts
“At the beginning, it was difficult for us to assume the role of the host and leader in class. However, the teacher gave us a lot of encouragement.” (F4-P7)
Each teacher’s way of providing feedback was slightly different. Some teachers focused on encouragement, while others paid attention to shortcomings and suggestions. However, as long as students knew that their efforts have been seen, they would feel affirmed.“The teacher would comment on our performance, and under most circumstances they would not accuse us unless our attitudes were very perfunctory.” (F1-P8)
“FNPC-FC was quite different from the traditional pedagogical model…We can have more interaction with teachers and get direct feedback from teachers on our learning performance and achievements…The teacher's affirmation meant a lot to us.” (F3-P3)
“Some teachers were a little strict, but they also gave us a lot of pertinent advice and guidance during the learning process…We had made progress over time.” (F2-P4)