Special Section on Online LearningUsing VoiceThread to Promote Collaborative Learning in On-Line Clinical Nurse Leader Courses
Section snippets
VoiceThread and Collaborative Learning
Many practitioners of on-line communication advocate the use of VoiceThread to extend and foster collaborative learning activities in the on-line environment (Ching and Hsu, 2013, Pacansky-Brock, 2013, Pacansky-Brock, 2014). VoiceThread is a cloud-based communication application that allows instructor and students to upload a presentation in the form of PowerPoint slides, images, video, or all three, add voice comments, and securely share the presentation with others enrolled in a class. Most
Theoretical Framework for VoiceThread Enhanced Collaborative Learning
Ching and Hsu (2011) developed a framework to guide the design of VoiceThread enabled collaborative learning activities. The major components of the framework are shared goals, knowledge construction through social interaction, distributed cognition to process and produce artifacts, and situated cognition for learning in an authentic and meaningful context. A shared goal establishes a purpose for participation, communication, and collaboration among the members of a learning group. Distributed
Setting
The setting was a small private college located in the southeastern United States. The master of science in nursing (MSN) program for CNL is delivered in an asynchronous on-line format. All enrolled students are required to complete an on-line tutorial and pass a quiz on using the on-line learning management system. Each semester is divided into two 8-week terms, Term I and Term II. The two 8-week terms make it possible for students to take one course each term, complete two courses each
Results and Discussion
Seven (41%) of the students were in the second year of the MSN program and 10 (59%) of the students were in their first semester of the program. Fifteen of the students (88%) were bachelor of science in nursing prepared, and two associate degree-prepared students had completed the RN-MSN bridge courses for eligibility to enroll in the MSN courses. Fifty percent of students in their first semester of course work were taking their first on-line course, and 50% had completed one or two on-line
Conclusions
Overall, graduate nursing students reported very positive experiences using VoiceThread to collaborate and share knowledge. The humanizing elements of VoiceThread enabled instructor and learners to communicate emotion, personality, and other nonverbal cues conducive to better understanding and interpretation of meaning when collaborating in an asynchronous on-line environment. Students reported feeling more connected to their peers and the instructor. Hearing audio comments from their peers and
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2020, Journal of Hospitality, Leisure, Sport and Tourism EducationCitation Excerpt :Audio and video recordings are saved to the cloud server, and available for display to those enrolled in the course on the platform (Bickle & Ryan, 2018). Prior research has shown that the use of VoiceThread in online learning environments promotes a sense of community (Delmas, 2017; Kirby & Hulan, 2016), requires greater preparation of students before posting leading to increased learning (Kirby & Hulan, 2016), and encourages collaborative learning in group environments (Fox, 2017). VoiceThread is a tool uniquely positioned to enrich online course discussions, particularly targeting Gen Z students who seek individualized learning opportunities, yet want to be part of a group.
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2019, Journal of Professional NursingCitation Excerpt :For educators, the CNL Competency Framework highlights the fact that the CNL competencies related to clinical leadership are building blocks for developing CNL self-efficacy and expertise in managing the pathways of clinical outcomes and the processes of care environment, and thus offers rationale for their inclusion in CNL curriculum. It creates a powerful motivation to develop CNL curriculum that teaches CNLs social skills such as communication, self-management, and emotional intelligence (Bertram, L'Ecuyer, Shatto, Marquard, & Carril, 2018), and to develop modalities that focus on collaboration skills and team problem solving (Fox, 2017). Finally, the insights from this effort may help educators as they prepare their students to take the CNL certification exam.
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2019, Nursing OutlookCitation Excerpt :Since the task force pilot, schools offering CNL programs have increased from 79 to 91 across the nation, and there are currently an estimated 7,000 certified CNLs in the United States and Japan (https://www.aacnnursing.org/Portals/42/CNL/CNLStats.pdf). Numerous reports have been published describing academic initiatives to develop and implement curricula to educate students in emerging CNL masters programs, including both didactic and clinical immersion structures and processes (Fox, 2017; Gazaway, Anderson, Schumacher, & Alichnie, 2018; Gerard, Rn, Grossman, & Godfrey, 2012; Hicks & Rosenberg, 2016; Jukkala, Greenwood, Motes, & Block, 2013; Lammon, Stanton, & Blakney, 2010; Maag, Buccheri, Capella, & Jennings, 2006; McKeon et al., 2009; Moore, Schmidt, & Howington, 2014; Nance-Floyd & Zomorodi, 2018; Webb & McKeon, 2014; Wesolowski, Casey, Berry, & Gannon, 2014). A textbook, currently in its 3rd edition, provides practice based evidence and subject matter expertise to help both academic instructors and clinicians understand CNL competencies and how they can be implemented in practice (Harris, Roussel, & Thomas, 2018).
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