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The impact of site facilitators on student learning in a two-way interactive video environment

, The University of Wisconsin - Madison, United States

The University of Wisconsin - Madison . Awarded


The purpose of this comparison study was to investigate the effect site facilitators, with and without content expertise, had on student learning processes (collaboration, interaction, active learning and feedback), perceptions of student achievement, and student satisfaction in undergraduate nursing courses delivered via interactive video technologies. The nurse-facilitated group included 91 students from six sites around the country in which registered nurses were engaged with students in the course. The technical-facilitated group consisted of 94 students from 13 sites where a technical facilitator managed the remote site classroom. Of the 185 students, 59 were generic ADN or BSN students and 126 were returning RN students (RN/BSN). A Likert scale was used to measure the degree to which students reported use of collaboration, interaction, active learning and feedback. The results indicated that regardless of type of facilitator, no significant differences existed with student use of learning processes (when considered as an aggregate) and perceptions of student achievement. Students in the technical group were significantly more satisfied. While educational level of the student made no significant difference in the use of learning processes between facilitated groups, RN/BSN students reported higher perceptions of student achievement and greater satisfaction than the ADN/BSN students. RN/BSN students in the nurse-facilitated group reported greater use of interaction and active learning compared to the RN/BSN students in the technical group. Additionally, The RN/BSN students interacted more with the nurse facilitator than they did with their peers. While educational level was not presumed to be an influencing variable in this study, the findings have indicated that educational level of the student did impact results. Until further research can be conducted, administrators should look carefully at how they use site facilitators, recognizing students' educational level may influence the process of learning. Continued research is needed to validate these findings towards improving the practice of teaching and learning at a distance.


Beeman, R.Y. The impact of site facilitators on student learning in a two-way interactive video environment. Ph.D. thesis, The University of Wisconsin - Madison. Retrieved November 21, 2019 from .

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