Whittaker, Alice A. Team-Based Versus Traditional Learning in a Blended Learning Environment

200 Pages·2014·2.37 MB·English

Running head: TEAM-BASED LEARNING

Team-Based Versus Traditional Learning in a Blended Learning Environment:
Effect on Self-Regulated Outcomes of Nursing Students
A Dissertation submitted
by
Alice A. Whittaker
to
College of Saint Mary
in partial fulfillment of the requirement
For the degree of
DOCTOR OF EDUCATION
with an emphasis on
Health Professions Education
This Dissertation has been accepted for the faculty of
College of Saint Mary by:
TEAM-BASED LEARNING 2

We hereby certify that this Dissertation, submitted by Alice A. Whittaker, conforms
to acceptable standards and fully fulfills the Dissertation requirements for the degree of
Doctor of Education from College of Saint Mary.

__________________________________________________________________
Lois Linden, Ed.D., R.N.
Chair
__________________________________________________________________
Cristy Daniel, Ed.D.
Committee member
__________________________________________________________________
Susan Tinley, Ph.D., R.N.
Committee member
TEAM-BASED LEARNING 3

Copyright © May, 2014
Alice A. Whittaker
TEAM-BASED LEARNING 4

Dedication
This dissertation is dedicated to the loving memory of my mother, Olga
Whittaker, who taught me to love God and to strive for excellence.
TEAM-BASED LEARNING 5

Acknowledgements
I wish to express my sincere appreciation to my dissertation chairperson Dr. Lois
Linden. I truly am grateful for her encouragement and expert guidance through this
challenging process. I also thank Dr. Susan Tinley and Dr. Cristy Daniel for their
invaluable insights and suggestions that strengthened this research study. Finally, I want
to express my gratitude to Dr. Ann Harms who graciously acted as an external auditor for
the study.
Most of all, I want to thank my husband, Charles Eck, and my dear sisters Ruth
Whittaker and Patricia Rogers for their unfailing support. They are the best cheering
section one could ever hope for.
TEAM-BASED LEARNING 6

Table of Contents
Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

CHAPTER I: INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Purpose of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Background and Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Operational Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Assumptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Delimitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Limitations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
.
CHAPTER II: LITERATURE REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Theoretical Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Behavioral Self-Regulation of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Self-Efficacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Goal Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Cognitive Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Metacognitive Self-Regulation of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Self-Monitoring/Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Self-Correction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
TEAM-BASED LEARNING 7

Environmental Self-Regulation of Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 6

Technology-Related Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Faculty-Related Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Peer-Related Factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Online Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Blended Online Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Learning Outcomes in Online Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Measuring Cognitive Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Measuring Participation in Online Activities . . . . . . . . . . . . . . . . . . . . . . . . . 84

Team-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Components of Team-Based Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Relationship of Team-Based Learning to Self-Regulated Learning . . . . . . . . 95

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

CHAPTER III: METHODS AND PROCEDURES . . . . . . . . . . . . . . . . . . . . . . . . . 101

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Identification of Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Instructor-led Classroom Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Team-based Learning Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Ethical Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Human subjects’ protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Validity, credibility, and bias . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
TEAM-BASED LEARNING 8

Data Collection Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Data Collection Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Research Question #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Research Question #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Research Question #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Data Quality Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Content Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Item Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Item Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

CHAPTER IV: RESULTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Data Analysis Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Statistical Results for Research Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Research Question #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

Research Question #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Research Question #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

CHAPTER V: DISCUSSION AND SUMMARY . . . . . . . . . . . . . . . . . . . . . . . . . 146

Research Questions and Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Research Question #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Research Question #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
TEAM-BASED LEARNING 9

Research Question #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Implications and Recommendations for Nursing Education . . . . . . . . . . . . . . . . 156

Limitations of this Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161

Recommendations for Future Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
TEAM-BASED LEARNING 10

LIST OF TABLES
TABLE PAGE

2.1 Principles of Good Practices in Online Education 75

3.1 Comparison of Demographic and Academic Achievement Variables 105
in Traditional Instructor-led and Team-based Learning Groups
3.2 Comparison of Educational Strategies Used in Control and 108
Intervention Groups
3.3 Length of Core Knowledge Content Online Lesson Modules 113
3.4 Examination Item Analysis by Content Area 121
3.5 Statistical Analysis of Study Variables 124
4.1 Descriptive Statistics of Online Viewing Characteristics and Mean 132
Examination Scores of the Study Sample
4.2 Measures of Distribution Symmetry of the Study Sample 133
4.3 Comparison of Self-Regulated Online Lesson Activity for Instructor- 136
led Control Group and Team-based Learning Intervention Group
4.4 Comparison of Mean Examination Scores for Instructor-led Control 138
Group and Team-based Learning Intervention Group
4.5 Descriptive Comparison of Self-Regulated Online Lesson Activity 142
for Instructor-led Control Group and Team-based Learning
Intervention Group
4.6 Relationship Measures of Self-Regulation and Mean Examination 144
Scores