Seventeenth International Conference on e-Learning & Innovative Pedagogies

Abstract

Undergraduate nursing education is predominantly based on face-to-face teaching-learning strategies and students’ performance is often assessed through academic paper assignments. Online assignments offer increased adaptability, autonomy and flexibility, hence their incorporation within the nursing curriculum can prove beneficial for students’ learning. We investigate learning, engagement, enjoyment, and a sense of community among fourth-year undergraduate nursing students. We administered a multilayered assignment, Complexity Project, to two sections of the same course in the traditional individual assignment and the online combination of individual and group assignment format. We used mixed methods and administered surveys containing open and close-ended questions. 84% of students found the Complexity Project a learning experience, 78% felt engaged throughout the project and 68% enjoyed the project-related activities regardless of the format. However, in the traditional group, increased workload due to the individual nature of the assignment and in the online group, challenges associated with group work acted as a barrier to learning and enjoyment. The sense of community was higher among the students who completed assignments using the online format. They felt connected with other students as the online format provided them with the opportunity to visit their colleague’s project pages and provide feedback on their work. Overall, both groups appreciated the learning from the assignment. The study highlights the importance of tailoring assignments in a way that balances individual and group components and fosters a sense of community among students for a more thorough and enriching learning experience.