BMC nursing · 2025
Enhancing academic engagement through online team-based learning: a longitudinal study in nursing education.
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Kim Eun Jung, Kim Hae Ran
Аннотация
BACKGROUND: The rapid advancement of technology and expansion of online learning environments require innovative educational methods tailored to digital contexts. Team-based learning (TBL) has shown promise in promoting engagement and collaborative problem solving; however, its long-term effectiveness in relation to online platforms, especially in emergency nursing education, remains underexplored. This study aimed to evaluate the effects of online TBL on academic self-efficacy, learning immersion, and learning interest among nursing students.
METHODS: A total of 91 nursing students were randomly assigned to either an experimental group (n = 46), which participated in TBL via an online collaboration platform, or a control group (n = 45), which used traditional paper-based TBL. Data were collected at three time points-baseline (pre-test), four weeks, and eight weeks post-intervention-using validated structured questionnaires. Repeated measures analysis of variance (ANOVA) was used to analyze changes over time.
RESULTS: No statistically significant differences were observed between the groups at baseline and after four weeks. However, at eight weeks, the experimental group showed significantly higher scores for academic self-efficacy (t = 2.09, p = 0.039), learning immersion (t = 2.30, p = 0.024), and learning interest (t = 2.85, p = 0.006) than the control group. These findings indicate that the benefits of digital TBL emerge over time.
CONCLUSIONS: Online TBL effectively enhances the academic self-efficacy, engagement, and motivation of nursing students. The use of digital platforms enables real-time collaboration regardless of geographic location. Future strategies should incorporate peer interaction and scaffolded tasks to promote active learning in healthcare education.
METHODS: A total of 91 nursing students were randomly assigned to either an experimental group (n = 46), which participated in TBL via an online collaboration platform, or a control group (n = 45), which used traditional paper-based TBL. Data were collected at three time points-baseline (pre-test), four weeks, and eight weeks post-intervention-using validated structured questionnaires. Repeated measures analysis of variance (ANOVA) was used to analyze changes over time.
RESULTS: No statistically significant differences were observed between the groups at baseline and after four weeks. However, at eight weeks, the experimental group showed significantly higher scores for academic self-efficacy (t = 2.09, p = 0.039), learning immersion (t = 2.30, p = 0.024), and learning interest (t = 2.85, p = 0.006) than the control group. These findings indicate that the benefits of digital TBL emerge over time.
CONCLUSIONS: Online TBL effectively enhances the academic self-efficacy, engagement, and motivation of nursing students. The use of digital platforms enables real-time collaboration regardless of geographic location. Future strategies should incorporate peer interaction and scaffolded tasks to promote active learning in healthcare education.