WBT and Learning Motivation in Health and Nursing Education

Linda Bern, Christine Schulmann, T.J. Bastiaens

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

In the study the emphasis is put on web-based trainings (WBT). WBTs are the most common form of e-learning in on-the-job trainings in the private and public sector in Germany, whereas blended-learning scenarios and virtual classrooms are only used by 55% and 41% respectively. In spite of the increasing distribution of e-learning applications in sectors like higher education as well as private and professional further education, virtual teaching and learning scenarios are not widely used in the health and nursing education. Beside this deficit, the existing academic void of the motivational effect of a WBT in general proves the relevance of the research question: Does the use of the WBT have a positive effect on the learning motivation of the learners? The results collectively indicate that the acceptance of the participants during the use of the WBT has the highest positive impact on the learning motivation of the students.
Original languageEnglish
Title of host publicationProceedings of EdMedia 2016--World Conference on Educational Media and Technology
Place of PublicationWaynesville, NC, USA
PublisherAssociation for the Advancement of Computing in Education
Pages1002-1009
ISBN (Print)978-1-939797-24-7
Publication statusPublished - 2016
EventWorld Conference on Educational Media and Technology: Innovative Learning - Sheraton Wall Centre, Vancouver, Canada
Duration: 28 Jun 201630 Jun 2016

Conference

ConferenceWorld Conference on Educational Media and Technology
Abbreviated titleEdMedia
CountryCanada
CityVancouver
Period28/06/1630/06/16

Fingerprint

learning motivation
nursing
health
electronic learning
education
scenario
on-the-job training
further education
Blended Learning
private sector
public sector
deficit
acceptance
classroom
Teaching
learning
student

Cite this

Bern, L., Schulmann, C., & Bastiaens, T. J. (2016). WBT and Learning Motivation in Health and Nursing Education. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology (pp. 1002-1009). Waynesville, NC, USA: Association for the Advancement of Computing in Education.
Bern, Linda ; Schulmann, Christine ; Bastiaens, T.J. / WBT and Learning Motivation in Health and Nursing Education. Proceedings of EdMedia 2016--World Conference on Educational Media and Technology. Waynesville, NC, USA : Association for the Advancement of Computing in Education, 2016. pp. 1002-1009
@inproceedings{27698613f6a0423b88a8ade8d71656a6,
title = "WBT and Learning Motivation in Health and Nursing Education",
abstract = "In the study the emphasis is put on web-based trainings (WBT). WBTs are the most common form of e-learning in on-the-job trainings in the private and public sector in Germany, whereas blended-learning scenarios and virtual classrooms are only used by 55{\%} and 41{\%} respectively. In spite of the increasing distribution of e-learning applications in sectors like higher education as well as private and professional further education, virtual teaching and learning scenarios are not widely used in the health and nursing education. Beside this deficit, the existing academic void of the motivational effect of a WBT in general proves the relevance of the research question: Does the use of the WBT have a positive effect on the learning motivation of the learners? The results collectively indicate that the acceptance of the participants during the use of the WBT has the highest positive impact on the learning motivation of the students.",
author = "Linda Bern and Christine Schulmann and T.J. Bastiaens",
year = "2016",
language = "English",
isbn = "978-1-939797-24-7",
pages = "1002--1009",
booktitle = "Proceedings of EdMedia 2016--World Conference on Educational Media and Technology",
publisher = "Association for the Advancement of Computing in Education",
address = "United States",

}

Bern, L, Schulmann, C & Bastiaens, TJ 2016, WBT and Learning Motivation in Health and Nursing Education. in Proceedings of EdMedia 2016--World Conference on Educational Media and Technology. Association for the Advancement of Computing in Education, Waynesville, NC, USA, pp. 1002-1009, World Conference on Educational Media and Technology, Vancouver, Canada, 28/06/16.

WBT and Learning Motivation in Health and Nursing Education. / Bern, Linda; Schulmann, Christine; Bastiaens, T.J.

Proceedings of EdMedia 2016--World Conference on Educational Media and Technology. Waynesville, NC, USA : Association for the Advancement of Computing in Education, 2016. p. 1002-1009.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

TY - GEN

T1 - WBT and Learning Motivation in Health and Nursing Education

AU - Bern, Linda

AU - Schulmann, Christine

AU - Bastiaens, T.J.

PY - 2016

Y1 - 2016

N2 - In the study the emphasis is put on web-based trainings (WBT). WBTs are the most common form of e-learning in on-the-job trainings in the private and public sector in Germany, whereas blended-learning scenarios and virtual classrooms are only used by 55% and 41% respectively. In spite of the increasing distribution of e-learning applications in sectors like higher education as well as private and professional further education, virtual teaching and learning scenarios are not widely used in the health and nursing education. Beside this deficit, the existing academic void of the motivational effect of a WBT in general proves the relevance of the research question: Does the use of the WBT have a positive effect on the learning motivation of the learners? The results collectively indicate that the acceptance of the participants during the use of the WBT has the highest positive impact on the learning motivation of the students.

AB - In the study the emphasis is put on web-based trainings (WBT). WBTs are the most common form of e-learning in on-the-job trainings in the private and public sector in Germany, whereas blended-learning scenarios and virtual classrooms are only used by 55% and 41% respectively. In spite of the increasing distribution of e-learning applications in sectors like higher education as well as private and professional further education, virtual teaching and learning scenarios are not widely used in the health and nursing education. Beside this deficit, the existing academic void of the motivational effect of a WBT in general proves the relevance of the research question: Does the use of the WBT have a positive effect on the learning motivation of the learners? The results collectively indicate that the acceptance of the participants during the use of the WBT has the highest positive impact on the learning motivation of the students.

M3 - Conference article in proceeding

SN - 978-1-939797-24-7

SP - 1002

EP - 1009

BT - Proceedings of EdMedia 2016--World Conference on Educational Media and Technology

PB - Association for the Advancement of Computing in Education

CY - Waynesville, NC, USA

ER -

Bern L, Schulmann C, Bastiaens TJ. WBT and Learning Motivation in Health and Nursing Education. In Proceedings of EdMedia 2016--World Conference on Educational Media and Technology. Waynesville, NC, USA: Association for the Advancement of Computing in Education. 2016. p. 1002-1009