扎根理论
非概率抽样
互动学习
理论抽样
构造(python库)
计算机科学
编码(社会科学)
课程
数据收集
定性研究
心理学
多媒体
教育学
医学
人口
数学
社会科学
统计
环境卫生
社会学
程序设计语言
标识
DOI:10.1016/j.nedt.2023.105726
摘要
This study explores the influencing aspects of nurses' continuous interactive learning behaviour based on In-Service online network videos to facilitate their knowledge development and improve their engagement in online learning. Also, to provide a theoretical model for enhancing the quality of learning and teaching by promoting online nursing education.The qualitative research design of grounded theory methodology (Glaser and Strauss, 1967) was used to develop a theory of clinical nurses' interactive continuous learning behaviours.A grounded theory approach and qualitative research method were adopted in this research. A three-level coding technique was used to extract data, which involved collecting 16,018 pieces of "Synchronous online feedback data" original data from interactive online in-service learning videos. The synchronous online feedback data were analysed using a constant comparative method and then utilised to construct the theoretical model of influencing aspects for nurses' interactive continuous learning. There were 11,083 Synchronous online feedback data of Clinical Nurses (N = 132 participants) based on 32 interactive learning video series from a single centre. The sampling method was based on initial purposive and then theoretical sampling techniques. The data were analysed and extracted using a three-level coding technique with a constant comparison analysis method.The study identified four major categories of influencing aspects for nurses' satisfaction in online learning. These categories include 1. individual aspects; 2. curriculum aspects; 3. teachers' aspects; and 4. nurses' interactive behaviour. These aspects were found to influence the learning satisfaction among nurses and nurses' interactive continuous learning behaviours.The findings provide a reference for maximising the value of In-Service online video learning resources and the sustainable development of educational informatisation. In addition, interactive continuous learning behaviour can promote adherence to a positive learning attitude and build an excellent online learning ecology.
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