A Comparison Of Instructor Audio-video With Text-based Feedback Versus Text-based Feedback Alone On Students' Perceptions Of Community Of Inquiry Among Rn-to-bsn Online Students
Lindley, Marie Kelly
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In order to meet the healthcare needs of the US population, Registered Nurses (RNs), with Bachelor of Science in Nursing degrees, are needed. This descriptive posttest study, with independent samples, examined the use of audio-video with text-based feedback versus text-based only feedback on student's perceptions of the <bold>community of inquiry </bold) (COI) among <bold> RN to BSN</bold> online students (n=125), enrolled in one course at one university. The COI survey performed reliably with Cronbach's alpha .94 on the pretest and .98 on the posttest. No statistically significant difference was found between the groups on the pretest for teaching presence (p=.31), social presence (p=.40) or cognitive presence (p=.38). On the posttest, statistically significant difference between the groups was found for each COI presence: teaching (p=.00, control M=3.84 , intervention M =4.45), social (p=.03, control M= 3.84, intervention M=4.31), and cognitive (p=.00, control M= 3.88, intervention M= 4.46). Students who report higher levels of cognitive presence are more likely to reenroll in subsequent semesters. Nurse educators and students may benefit from the use of AV feedback or other technologies to enhance COI presences in <bold>online</bold> courses and to promote student reenrollment. Further research is needed to explore student and faculty perceptions of the AV feedback's usefulness and relationship to course outcomes.