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dc.contributor.authorMassey, D
dc.contributor.authorJohnston, ANB
dc.contributor.authorByrne, JH
dc.contributor.authorOsborne, DM
dc.date.accessioned2019-08-19T00:19:03Z
dc.date.available2019-08-19T00:19:03Z
dc.date.issued2019
dc.identifier.issn0260-6917
dc.identifier.doi10.1016/j.nedt.2019.06.013
dc.identifier.urihttp://hdl.handle.net/10072/386630
dc.description.abstractIn response to the ongoing challenges of managing large student enrolments, and an increasing demand from students for innovative, online learning platforms, virtual learning and teaching strategies are increasingly common in tertiary education. This is focused in undergraduate courses, including in professional areas of study such as nursing. These can be used both as engagement and assessment tools, and these platforms can include online interactive components such as discussion boards. There is a growing body of research evidence that supports the value of online discussion boards to meet key pedagogical aims (Campbell et al., 2008; Hudson, 2014; Osborne et al., 2018). There are two main types of online discussion boards, asynchronous (AOD), which allows participants to contribute at any time, and synchronous (SOD), where users must be online simultaneously (Campbell et al., 2008). The use of discussion boards as a platform for learning in specific areas such as nursing is quite common (Feng et al., 2013). Through AOD specifically, students can communicate their ideas and create thoughtful and composed dialogue that unfolds over time. This allows for individual reflection and exploratory learning, as well as the development of literacy skills (Abell and Williams, 2014; Campbell et al., 2008; Kala et al., 2010). Such processes support the constructivist approach to teaching and learning that frames such innovations; promoting active and deep learning. Concurrently, discussion boards promote social interaction to scaffold students' learning and knowledge development (Kala et al., 2010; McGarry et al., 2015).
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom26
dc.relation.ispartofpageto33
dc.relation.ispartofjournalNurse Education Today
dc.relation.ispartofvolume81
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchMidwifery
dc.subject.fieldofresearchcode4205
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode4204
dc.titleThe digital age: A scoping review of nursing students' perceptions of the use of online discussion boards
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationMassey, D; Johnston, ANB; Byrne, JH; Osborne, DM, The digital age: A scoping review of nursing students' perceptions of the use of online discussion boards, Nurse Education Today, 2019, 81, pp. 26-33
dcterms.dateAccepted2019-06-30
dc.date.updated2019-08-16T03:42:42Z
gro.hasfulltextNo Full Text
gro.griffith.authorByrne, Jacqui H.


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