2 research outputs found
Universities Confront ‘Tech Disruption’: Perceptions of Student Engagement Online Using Two Learning Management Systems
This article is a teaching note on the experiences of students and professors as they adapted to the use of a new learning management system (LMS). Using pedagogical theories of student engagement and the online learning process, we explore how the design of an LMS affects student satisfaction and interaction with peers and the instructor. This descriptive, qualitative study reports student and instructor experiences in four hybrid sociology courses that used Google Classroom as an experimental LMS. These same students also used Blackboard, a more traditional LMS, in their other sociology classes, establishing a quasi within-subject point of comparison for these two systems. A survey (n=72) and four focus groups (n=54) were conducted among students to determine how student engagement is experienced differently on Classroom and Blackboard. Eighty-three percent of students reported feeling satisfied with Classroom over Blackboard. Focus groups revealed themes relating to usability and learnability; interaction and individuality; and facilitation of learning. Students and instructors responded more positively, with some exceptions, to Classroom’s reliability and interface, but claims about the transformative power of online tools are not wholly supported by student or instructor experiences. The study advances our understanding of how the LMS interface, design, and functionality play a role in student engagement online. Further research is needed to understand the full extent of Classroom’s impact on learning in the higher education landscape
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The RESCUE problem solving intervention for stroke caregivers: A mixed-methods pilot study
Purpose/Objective: Stroke caregivers face many challenges after a family member experiences stroke. Because caregivers play such a crucial role in health care, there is a need for more interventions in web-based formats that focus on caregiver psycho-education and skills building. A pilot study was devised to determine the feasibility, acceptability, and value of an active, 4-week telephone and web-based intervention for stroke caregivers. Method/Design: A one-group, pretest-posttest design with a mixed-methods approach was used. Qualitative data supplemented the quantitative findings. Community-dwelling caregivers of stroke patients were recruited from the Veterans Health Administration. Quantitative data were collected pre and postintervention. Semistructured interviews were completed with a subsample of caregivers to capture more detail about the acceptability and value of the intervention. Results: Ninety-three caregivers were recruited; 72 caregivers completed the intervention and 21 withdrew (77% completion rate). From pre- to posttest, caregiver depression ( p = .008) and caregiver burden ( p = .013) decreased. Problem-solving abilities and health-related quality of life showed no change. Seventy-eight percent of caregivers rated the intervention sessions with the nurses as very helpful or extremely helpful, and 76% reported using the problem-solving strategies a moderate amount to extremely often. Interviews suggest that the intervention was valuable and led to new strategies to relieve stress and prioritize health. Conclusions/Implications: The intervention was feasible to implement and acceptable to caregivers. This intervention shows promise for fulfilling a need for more web-based interventions that focus on skills building and psycho-education, but more rigorous testing is needed to determine effectiveness. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: journal abstract