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Comparison of the effect of WebQuest and lecture on students' learning of electrocardiogram interpretation
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Sied saeed Najafi   , Mehran Haghgou , Mphamad hissin Kaveh , Parysa Mansoory |
| Nursing Department, Shiraz University of Medical Sciences , s_najafi44@yahoo.com |
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Abstract: (30139 Views) |
| Introduction: Defects of instruction by traditional methods as well as worldwide
technical advances have introduced new approaches to teaching and learning.
WebQuest is an inquiry-oriented activity in which some or all of the information that
learners interact with comes from resources on the internet. The purpose of this study
was to compare the effect of WebQuest and lecture on students' learning of
electrocardiogram interpretation.
Methods: Using a quasi-experimental design, 42 nursing students were allocated
to examination and control groups by the stratified random sampling method equally.
The educational content was consisted of the diagnosis and treatment of cardiac
rhythm disturbances taught during four lecture sessions to the control group and in
five stages' WebQuest activity to the experimental group. The learning outcomes in
both groups were examined before and after the intervention and two weeks after the
intervention. Data was analyzed using descriptive and analytical statistics.
Results: There was no difference between the groups' learning scores before the
intervention (P>0.05). After the intervention, the scores of both groups increased.
However, the scores of the students in the WebQuest group were higher than the
students in the lecture group (P=0.022).
Conclusion: Both the teaching methods resulted in improving students'
knowledge, but the WebQuest method was more effective than the lecture method to
the learning of nursing students. The results of this study can help nurse instructors to
replace traditional teaching methods with new methods. |
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| Keywords: Nursing student, Learning, WebQuest, Electrocardiogram |
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Full-Text [PDF 633 kb]
(3778 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2012/09/27 | Accepted: 2013/01/6 | Published: 2018/07/25
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