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2005-2006 @ONE Scholars

• Key Findings of the 2005 Scholars
• Research Abstracts and Final Reports

Key Findings of the 2005-2006 @ONE Scholars

Executive Summaries for the 2005-2006 @ONE Scholars were compiled into a publication, which is available as a PDF download. Their research demonstrated that: 

• Simulated online clinical scenarios have a positive impact on the ability of nursing students to undertake critical thinking in the areas of interpretation, analysis, explanation, and self regulation. Furthermore, students who had access to the online scenarios had a greater gain in pre- to post-test scores that students who did not.



• Students who participate in online student success courses demonstrate greater success in online courses than those who did not enroll in the class (61% vs 54%). In addition, students who passed the online success class were more successful in online courses they enrolled in after taking the class, with success rates jumping from 38% to 78%.



• Students feel that Tablet PCs, used with Synchroneyes and Whiteboard software in a pre-calculus course, enhanced their learning. Specifically, 64% of students thought Tablet PCs were more effective for taking notes and 79% thought it was helpful when Synchroneyes was used to present other students’ notes. 86% felt that Whiteboard was more useful to undertake group homework problems than traditional pen and paper, and 57% reported that using Whiteboard increased collaboration amongst them and their classmates.



• In evaluating the effectiveness of face-to-face and virtual discussion groups as part of an online course, virtual discussion groups have a more positive impact. Specifically, students who participated in online discussion groups reported being more interested in the subject matter, spent more time logged onto the course, and held more focused discussions than students who met in face-to-face discussion groups. For both virtual and face-to-face formats, students lacked motivation to communicate with each other unless such communication was connected to instructional objectives through collaborative, topic specific exercises, or graded evaluations.



• In evaluating the use of electronic response systems, or “clickers” in an astronomy course, student collaboration was found to be higher when successfully answering the question was linked to a grade or when students were less confident in the subject area.



• Students may be more successful in completing reflexive online classroom assignments when instructors can create a personalized, transparent online environment, and when they provide a constant level of feedback.

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Research Abstracts and Final Reports

The following applicants were selected for the 2005-2006 academic year. Click on the topic title for the research abstract, or select the complete monograph.

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