DISSERTATION · Libraries and Cultural Resources (University of Calgary) · 2015

Examining Critical Thinking Development in Undergraduate Nursing Students Utilizing Online and Face-to-Face Technology-Enhanced Learning Environments

Ruth Swart

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Abstract

This research study examines the utilization of technology-enhanced learning environments, in face-to-face and online settings, to engage undergraduate nursing students in critical thinking. Critical thinking is highly acclaimed in today’s educational and professional arenas -- a valuable asset for graduating students from higher education programs. Technology has advanced in quantity and quality; similarly, educational technology is growing in use, diversity, and prevalence recognizing potential requirements of 21st century learners. A blended learning approach comprising of two technology-enhanced environments was used in supporting development of critical thinking: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framework that structures the study captured constructivist collaborative inquiry to facilitate the development of critical thinking, while building a supportive environment for learning. This mixed methods study used pre- and posttesting to assess changes in students’ critical thinking, as well as surveyed students with closed and open-ended questions to gather their perspectives about developing critical thinking, and engagement in learning through both technology-enhanced learning environments. Qualitative content analysis was used to assess the quality of the online discussion forum exchange for indications of critical thinking. These various data source and analyses have the potential to provide a comprehensive understanding of how nursing students develop of critical thinking and engage with technology-enhanced learning environments. The findings show that students were positive towards the incorporation of technology-enhanced learning. They were appreciative of its use in delivering course information and in supporting their development of critical thinking. The two forms of technology used offered students different means to actively participate in learning, thereby meeting different needs and preferences, which was deemed beneficial by the students. From their perspective, they considered that aligning critical thinking instruction and inquiry with subject-specific content facilitated understanding and application of course material engendering relevance to their learning. While the findings are limited to students who participated in the research study, the instructional strategies and technology-enhanced learning identified as beneficial provides the basis for course design and implementation for the development of critical thinking.

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