Get access

Factors affecting metacognition of undergraduate nursing students in a blended learning environment

Authors

  • Li-Ling Hsu RN EdD,

    Professor
    1. Graduate Institute of Health Allied Education, National Taipei University of Health and Nursing, Taipei, Taiwan
    Search for more papers by this author
  • Suh-Ing Hsieh RN PhD

    Associate Professor, Corresponding author
    1. Nursing Department, Chang Gung University of Science and Technology, Taoyuan, Taiwan
    • Correspondence: Suh-Ing Hsieh, Nursing Department, Chang Gung University of Science and Technology, 10F.-3, No.236, Fusing 1st Road, Gueishan Township, Taoyuan County 33375, Taiwan. Email: h383692@yahoo.com

    Search for more papers by this author

Abstract

This paper is a report of a study to examine the influence of demographic, learning involvement and learning performance variables on metacognition of undergraduate nursing students in a blended learning environment. A cross-sectional, correlational survey design was adopted. Ninety-nine students invited to participate in the study were enrolled in a professional nursing ethics course at a public nursing college. The blended learning intervention is basically an assimilation of classroom learning and online learning. Simple linear regression showed significant associations between frequency of online dialogues, the Case Analysis Attitude Scale scores, the Case Analysis Self Evaluation Scale scores, the Blended Learning Satisfaction Scale scores, and Metacognition Scale scores. Multiple linear regression indicated that frequency of online dialogues, the Case Analysis Self Evaluation Scale and the Blended Learning Satisfaction Scale were significant independent predictors of metacognition. Overall, the model accounted for almost half of the variance in metacognition. The blended learning module developed in this study proved successful in the end as a catalyst for the exercising of metacognitive abilities by the sample of nursing students. Learners are able to develop metacognitive ability in comprehension, argumentation, reasoning and various forms of higher order thinking through the blended learning process.

Get access to the full text of this article

Ancillary