Forfattere: Patterson BJ, Krouse AM, Roy L

År: 2012

Kilde: CIN: Computers, Informatics, Nursing, 30(9):475–488

Sammendrag:

Distance learning offers a distinctive environment to educate nursing students. While there is a significant body of evidence in the literature related to course, program, and faculty outcomes of distance education, little attention has been given by researchers to evaluate student outcomes, with the exception of student satisfaction. There is a need to evaluate and translate findings related to student outcomes in distance learning into educational practice. Integrative reviews offer one strategy to contribute to evidence-based teaching practice initiatives. A search of available published qualitative and quantitative research on student outcomes of distance learning from 1999 to 2009 was conducted using a number of databases. Astin’s Input-Environment-Output conceptual model provided a framework for this review. Thirty-three studies met the inclusion criteria. Bothcognitive and affective student outcomes emerged. The cognitive outcomes were student learning, learning process, and technology proficiency. Affective outcomes included personal and professional growth, satisfaction, and connectedness. Implications, recommendations, and future research are discussed. 

DOI / Lenke: http://dx.doi.org/10.1097/NXN.0b013e3182573ad4

Metodisk kvalitetsvurdering:

Denne systematiske oversikten er tilsynelatende utarbeidet på en god måte og forfatterne har vært forholdsvis tydelig på metoden de har brukt for å utarbeide oversikten. Inklusjons- og eksklusjonskriteriene beskrives greit i teksten, men de kunne med fordel dokumentert de ulike stegene i søkeprosessen tydeligere. Forfatterne har gjort en metodologisk vurdering av de inkluderte studiene, men ekskluderer ingen studier på bakgrunn av vurderingen. I stedet gis studier med lav kvalitet mindre vekt i analysen, uten at det er mulig å se hvordan det er gjort. Det er brukt kvalitativ innholdsanalyse for å analysere de inkluderte studiene.