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|a LB1029.S53 G56 2008_GipsonMary |2 BU-Local |
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|a Using games to facilitate the move to a learner-centered classroom |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2008. |
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|a 113 leaves : |b ill. ; |c 28 cm |
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|a Barry University Dissertations -- College of Nursing and Health Sciences. |
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|a Thesis (Ph.D.)--Barry University, 2008. |
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|a Includes bibliographical references (leaves 102-113). |
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|a Copyright Mary R. Gipson. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Background: Nurse educators need evidence-based practice to determine if creating a classroom culture that fosters a shared responsibility for learning will best prepare graduates to meet the challenges of today’s complex practice environments. Purpose: This study tests the hypothesis that learning and satisfaction with learning will be greater in students participating in a learner-centered classroom, where learning is facilitated through the use of gaming, than those participating in the teacher-centered classroom, where learning occurs through the use of traditional lecture. Theoretical Framework: The middle-ranged theory of facilitation which posits that greater learning and satisfaction stem from the interchange of ideas and critical reflection where teacher and student share in the responsibility to learn while in a supportive learning environment is the basis for this research. Methods: A quasi-experimental, nonequivalent, posttest comparison group design was used to compare learning outcomes of two groups of junior-level BSN students studying the renal system. One group participated in lecture, the other in gaming. Data were collected for both groups using a demographic survey, a 63-item content examination, and a four-category learning satisfaction survey. Data were analyzed using t-test, ANCOVA, and Mann-Whitney. Results: While both learning and satisfaction with learning scores were high in both groups, results revealed that the teaching/learning strategy of gaming was just as, but no more effective than lecture. Conclusions: A learner-centered teaching approach is likely to be more effective if students and faculty share in the responsibility of learning which would require a shift in classroom learning culture. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Simulation games in education. |
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|a Student centered learning. |
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|a Nursing |x Study and teaching. |
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|a Constructivism (Education). |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001339/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/13/39/00001/LB1029_S53 G56 2008_GipsonMarythm.jpg |
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|a Theses and Dissertations |
