A Team Based Learning (TBL), conducted in blended learning and supported by Moodle, was carried out in a nursing module. Given this technological and didactic innovation, it seemed useful to collect the students' perceptions. Thus, an ad hoc questionnaire, called MOOST, was constructed and its validation has began. Eighteen questions were administered to 113 students of a convenient sample, to collect their perceptions on the components of the TBL conduction. The Exploratory Factor Analyses (EFA) brought to light the articulation in two dimensions, both composed of 4 items each. The two factorial dimensions have identified traits of the TBL method conducted in blended learning. The first factor, which we have called TEAM, concerns the TBL method with respect to team learning. The second factor, which we have called MOODLE, concerns the Moodle learning management system, that has supported TBL application in blended learning. Although more studies are needed to confirm the validity of this questionnaire, the preliminary results are promising. If further studies confirm the factorial structure of MOOST, it could become a valuable tool to accompany and support the didactic and technological innovation of the TBL incorporated into blended learning.

TBL supported by Moodle: a questionnaire for surveying students' perceptions / L. Consolo, L. Pasquot, S. Alfieri, L. Gilli, A. Destrebecq, M. Lusignani - In: IMSCI 2020 - 14th International Multi-Conference on Society, Cybernetics and Informatics, Proceedings / [a cura di] N.C. Callaos, B. Muirhead, L. Robertson, B. Sanchez, M. Savoie. - [s.l] : Society, Cybernetics and Informatics (IMSCI 2020), 2020. - ISBN 9781950492466. - pp. 55-60 (( Intervento presentato al 14. convegno International Multi-Conference on Society, Cybernetics and Informatics tenutosi a Virtual nel 2020.

TBL supported by Moodle: a questionnaire for surveying students' perceptions

A. Destrebecq;M. Lusignani
2020

Abstract

A Team Based Learning (TBL), conducted in blended learning and supported by Moodle, was carried out in a nursing module. Given this technological and didactic innovation, it seemed useful to collect the students' perceptions. Thus, an ad hoc questionnaire, called MOOST, was constructed and its validation has began. Eighteen questions were administered to 113 students of a convenient sample, to collect their perceptions on the components of the TBL conduction. The Exploratory Factor Analyses (EFA) brought to light the articulation in two dimensions, both composed of 4 items each. The two factorial dimensions have identified traits of the TBL method conducted in blended learning. The first factor, which we have called TEAM, concerns the TBL method with respect to team learning. The second factor, which we have called MOODLE, concerns the Moodle learning management system, that has supported TBL application in blended learning. Although more studies are needed to confirm the validity of this questionnaire, the preliminary results are promising. If further studies confirm the factorial structure of MOOST, it could become a valuable tool to accompany and support the didactic and technological innovation of the TBL incorporated into blended learning.
Blended learning; Moodle; Questionnaire; Students' perception; Survey; Team based Learning
Settore MED/45 - Scienze Infermieristiche Generali, Cliniche e Pediatriche
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/861513
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