Omnipresent Learning via Interactive Media

摘要

Teaching an undergraduate nursing research course in an accelerated, seven-week format challenges instructors to engage students and impart research skills in a narrow timeframe. Student engagement is essential to the learning process; however, educators must foster nursing students' reflective thinking abilities. Digital storytelling is used to increase student engagement and reflective thinking, but nursing literature shows little research in this area. In this study, the instructors facilitated discussion board activities and digital storytelling and then evaluated the participation in these active learning strategies. The data showed a perceptive increase in student satisfaction and reflective thinking.