Student perceptions of group experience in online RN-to-BSN research course

Abstract

Objective: The overall aim of this pilot study was to explore students’ perception of teaching, social, cognitive and learner presence within an RN to BSN asynchronous online nursing research course.

Methods: This descriptive correlational study used an online survey. Students’ perceptions of learning effectiveness regarding group size and class size were assessed with the Revised Community of Inquiry (RCOI), which measures the dimensions of Teaching Presence (TP), Social Presence (SP), Cognitive Presence (CP), and Learner Presence (LP).

Results: Among the total of 121 enrolled RN to BSN students, 67 students participated in this study (response rate of 55.4%). The findings of ANOVA indicated no statistical differences (p > 0.05) in learning effectiveness among the different group sizes. However, groups with 5 members showed the highest scores of RCOI total (M=149.5), TP (M=36.82), SP (M=35.25), and CP (35.57). In contrast, groups with 3 members showed the lowest scores of RCOI total (M=137.19), TP (M=33.21), and CP (M=32.32). Additionally, the findings of t-tests indicated no statistical differences (p > .05) in learning effectiveness between the different group sizes.

Conclusions: The findings of the current study imply that learning effectiveness was not associated with group sizes or class sizes. However, the findings suggest that the use of group collaboration promotes teaching, social, cognitive, and learner presence.