Table Of Content

Running head: TEAM-BASED LEARNING Team-Based Versus Traditional Learning in a Blended Learning Environment: Effect on Self-Regulated Outcomes of Nursing Students A Dissertation submitted by Alice A. Whittaker to College of Saint Mary in partial fulfillment of the requirement For the degree of DOCTOR OF EDUCATION with an emphasis on Health Professions Education This Dissertation has been accepted for the faculty of College of Saint Mary by: TEAM-BASED LEARNING 2 We hereby certify that this Dissertation, submitted by Alice A. Whittaker, conforms to acceptable standards and fully fulfills the Dissertation requirements for the degree of Doctor of Education from College of Saint Mary. __________________________________________________________________ Lois Linden, Ed.D., R.N. Chair __________________________________________________________________ Cristy Daniel, Ed.D. Committee member __________________________________________________________________ Susan Tinley, Ph.D., R.N. Committee member TEAM-BASED LEARNING 3 Copyright © May, 2014 Alice A. Whittaker TEAM-BASED LEARNING 4 Dedication This dissertation is dedicated to the loving memory of my mother, Olga Whittaker, who taught me to love God and to strive for excellence. TEAM-BASED LEARNING 5 Acknowledgements I wish to express my sincere appreciation to my dissertation chairperson Dr. Lois Linden. I truly am grateful for her encouragement and expert guidance through this challenging process. I also thank Dr. Susan Tinley and Dr. Cristy Daniel for their invaluable insights and suggestions that strengthened this research study. Finally, I want to express my gratitude to Dr. Ann Harms who graciously acted as an external auditor for the study. Most of all, I want to thank my husband, Charles Eck, and my dear sisters Ruth Whittaker and Patricia Rogers for their unfailing support. They are the best cheering section one could ever hope for. TEAM-BASED LEARNING 6 Table of Contents Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 CHAPTER I: INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Purpose of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Background and Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Operational Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 . CHAPTER II: LITERATURE REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Theoretical Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Behavioral Self-Regulation of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Self-Efficacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Goal Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Cognitive Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Metacognitive Self-Regulation of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Self-Monitoring/Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Self-Correction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 TEAM-BASED LEARNING 7 Environmental Self-Regulation of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 6 Technology-Related Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Faculty-Related Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Peer-Related Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Online Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Blended Online Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Learning Outcomes in Online Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Measuring Cognitive Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Measuring Participation in Online Activities . . . . . . . . . . . . . . . . . . . . . . . . . 84 Team-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Components of Team-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Relationship of Team-Based Learning to Self-Regulated Learning . . . . . . . . 95 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 CHAPTER III: METHODS AND PROCEDURES . . . . . . . . . . . . . . . . . . . . . . . . . 101 Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Identification of Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Instructor-led Classroom Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Team-based Learning Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Human subjects’ protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Validity, credibility, and bias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 TEAM-BASED LEARNING 8 Data Collection Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Data Collection Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Research Question #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Research Question #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Research Question #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Data Quality Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Content Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Item Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Item Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 CHAPTER IV: RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Data Analysis Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Statistical Results for Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Research Question #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Research Question #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Research Question #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 CHAPTER V: DISCUSSION AND SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . 146 Research Questions and Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Research Question #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 Research Question #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 TEAM-BASED LEARNING 9 Research Question #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Implications and Recommendations for Nursing Education . . . . . . . . . . . . . . . . 156 Limitations of this Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161 Recommendations for Future Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 TEAM-BASED LEARNING 10 LIST OF TABLES TABLE PAGE 2.1 Principles of Good Practices in Online Education 75 3.1 Comparison of Demographic and Academic Achievement Variables 105 in Traditional Instructor-led and Team-based Learning Groups 3.2 Comparison of Educational Strategies Used in Control and 108 Intervention Groups 3.3 Length of Core Knowledge Content Online Lesson Modules 113 3.4 Examination Item Analysis by Content Area 121 3.5 Statistical Analysis of Study Variables 124 4.1 Descriptive Statistics of Online Viewing Characteristics and Mean 132 Examination Scores of the Study Sample 4.2 Measures of Distribution Symmetry of the Study Sample 133 4.3 Comparison of Self-Regulated Online Lesson Activity for Instructor- 136 led Control Group and Team-based Learning Intervention Group 4.4 Comparison of Mean Examination Scores for Instructor-led Control 138 Group and Team-based Learning Intervention Group 4.5 Descriptive Comparison of Self-Regulated Online Lesson Activity 142 for Instructor-led Control Group and Team-based Learning Intervention Group 4.6 Relationship Measures of Self-Regulation and Mean Examination 144 Scores

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Effect on Self-Regulated Outcomes of Nursing Students beliefs (Kuiper et al., 2010; Park & Sperling, 2012; Turan, Demirel, & Sayek, 2009;. Wolters

Whittaker, Alice A. Team-Based Versus Traditional Learning in a Blended Learning Environment PDF

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Effect on Self-Regulated Outcomes of Nursing Students beliefs (Kuiper et al., 2010; Park & Sperling, 2012; Turan, Demirel, & Sayek, 2009;. Wolters

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