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An MDRE approach to promoting students' learning performances in the era of the pandemic: A quasi-experimental design.
Hwang, Gwo-Jen; Yang, Chin-Lan; Chou, Kuei-Ru; Chang, Ching-Yi.
  • Hwang GJ; Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan.
  • Yang CL; Department of the Nursing National Taipei University of Nursing and Health Sciences Taipei Taiwan.
  • Chou KR; Department of the Nursing, Hsin Sheng Junior College of Medical Care and Management Taoyuan City Taiwan.
  • Chang CY; School of Nursing, College of Nursing Taipei Medical University Taipei Taiwan.
Br J Educ Technol ; 2022 Mar 02.
Article in English | MEDLINE | ID: covidwho-2063592
ABSTRACT
Educators have indicated the need to foster students' ability to solve problems by acquiring up-to-date knowledge as well as promoting their competences for making decisions from diverse perspectives based on the acquired knowledge. Traditional courses mainly use lecture-based instruction without providing sufficient opportunities for students to practice and interact with the teacher; therefore, it is difficult to deliver such up-to-date knowledge via traditional instruction, not to mention fostering students' critical thinking. In this study, the Mobile technology-supported Decision, Reflection and Exercise (MDRE) model is proposed to address this problem. Moreover, a learning system is developed based on the proposed approach. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in a university with a two-group pretest posttest design to assess participants' learning achievement, critical thinking and learning satisfaction. The participants were two classes of undergraduate students. One class with 37 students was the experimental group learning with the MDRE learning approach, whereas the other class with 37 students was the control group learning with the conventional technology-based learning approach. Analysis of covariance was performed to evaluate the effect of the intervention on the target outcomes. It was found that the experimental group showed better learning achievement, critical thinking and learning satisfaction than the control group. This implies that the MDRE approach has good potential in helping learners think from diverse perspectives and promoting their learning performance and engagement, which is important in higher education aimed at fostering students' competence of acquiring up-to-date knowledge for solving problems.
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Full text: Available Collection: International databases Database: MEDLINE Type of study: Experimental Studies Language: English Year: 2022 Document Type: Article

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Full text: Available Collection: International databases Database: MEDLINE Type of study: Experimental Studies Language: English Year: 2022 Document Type: Article