Student Perspectives
Discussion Boards as Learning Strategies in Online Accelerated Nursing Courses
Bibliographic Data
| ID | 21455859 |
|---|---|
| Authors | Melissa Scott (0000-0003-4215-5281), Stephanie L Turrise, Stephanie Turrise (0000-0002-0818-8269) |
| Year | 2021 |
| Volume | 60 |
| Issue | 7 |
| Pages | 419-421 |
| Publication date | 2021-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Nursing Education (JOURNAL) |
| Journal identifiers | ISSN: 0148-4834 • E-ISSN: 1938-2421 |
| Publisher | SLACK, Inc (PUBLISHER) |
| DOI | 10.3928/01484834-20210616-12 |
| PMID | 34232820 |
| OpenAlex | W3182587260 |
| Language | EN |
| Citations received | 2 |
| References cited | 10 |
Background: Discussion boards are frequently used as learning strategies in online nursing courses. Student perceptions of this strategy have not been fully explored. This study aimed to determine student perspectives and preferences of discussion boards as learning strategies in online accelerated nursing courses. Method: This mixed-method pilot study described RN-to-Bachelor of Science in Nursing (RN-to-BSN) ( n = 27) and Master of Science in Nursing: Nurse Educator (MSN-NE) ( n = 37) student perceptions and preferences for discussion boards as learning strategies. Results: Students had an overall positive perception about using discussion boards as learning strategies. RN-to-BSN students preferred a discussion summary over faculty participation. MSN-NE students preferred faculty participation but also found a summary to be helpful. Conclusion: A well-designed discussion can enhance student engagement and contribute to successful online learning experiences. Faculty should use a combination of real-time feedback through active participation and provide a discussion summary. Deciding how faculty should engage may depend on the complexity of course content being explored. [ J Nurs Educ . 2021;60(7):419–421.]
Medical education · MEDLINE · Multimedia · Online learning · Political science · Computer Science · Innovative Teaching and Learning Methods · Medicine · Nursing · Online and Blended Learning · Psychology · Reflective Practices in Education
| Citations per year | 2 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |