"COMPUTER-MEDIATED COOPERATIVE LEARNING: SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION BETWEEN STUDENTS LEARNING NURSING DIAGNOSIS." - Information and Links:

COMPUTER-MEDIATED COOPERATIVE LEARNING: SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION BETWEEN STUDENTS LEARNING NURSING DIAGNOSIS. - Info and Reading Options

"COMPUTER-MEDIATED COOPERATIVE LEARNING: SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION BETWEEN STUDENTS LEARNING NURSING DIAGNOSIS." was published in 1991 and it has 185 pages.


“COMPUTER-MEDIATED COOPERATIVE LEARNING: SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION BETWEEN STUDENTS LEARNING NURSING DIAGNOSIS.” Metadata:

  • Title: ➤  COMPUTER-MEDIATED COOPERATIVE LEARNING: SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION BETWEEN STUDENTS LEARNING NURSING DIAGNOSIS.
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  • Number of Pages: 185
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“COMPUTER-MEDIATED COOPERATIVE LEARNING: SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION BETWEEN STUDENTS LEARNING NURSING DIAGNOSIS.” Subjects and Themes:

Edition Specifications:

  • Pagination: 185 p.

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"COMPUTER-MEDIATED COOPERATIVE LEARNING: SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION BETWEEN STUDENTS LEARNING NURSING DIAGNOSIS." Description:

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Computer-mediated communication (CMC) is becoming accessible to greater numbers of people and "online" education is growing as a viable supplementary or alternative approach for instruction and learning. The research reported in this study explores and describes the comparative effects of synchronous text-based CMC with asynchronous text-based CMC in terms of cognitive and cooperative activity, the quality of outcomes, and subjective impressions of the participants. Thirty-six students in their first and second year of a nursing program worked in pairs to establish a nursing diagnosis and related nursing care plan based on assessment information provided in a patient case study. Computers in a local area network were used to link the members of each dyad. The only means of communication was via the keyboard and monitor. Nine dyads used the synchronous mode, and nine dyads used the asynchronous mode. Qualitative analysis of the transcripts revealed more key cognitive activities such as "managing the task", "problem formulation", and "interactive arguing" in the discussions of the synchronous dyads. They also exchanged more cooperative and facilitative remarks. Ratings of the nursing diagnoses and nursing care planning task outcomes were higher for the synchronous mode dyads as well. This may be due to the fact that these dyads demonstrated better adherence to the principles and criteria that guide the development and statement of a nursing diagnosis. Finally, there appeared to be no difference in the general enthusiasm and motivational factors reported by members of both groups concerning this online learning experience.

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