Synchronous versus asynchronous methodology in nursing studentsa comparative study

  1. Guillermo Moreno 1
  2. Francisco J. García-González 1
  3. Alfonso Meneses-Monroy 1
  4. Carlos Valdespina-Aguilar 2
  5. L. Iván Mayor-Silva 1
  1. 1 Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain
  2. 2 SalusPlay, Bilbao, Spain
Revista:
Academic Journal of Health Sciences: Medicina Balear

ISSN: 2255-0560

Año de publicación: 2024

Volumen: 39

Número: 3

Páginas: 114-120

Tipo: Artículo

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Resumen

Objetivos: Este estudio tuvo como objetivo evaluar la influencia de la autorregulación y la autoeficacia en dos modelos diferentes de aprendizaje electrónico, asíncrono y sincrónico. Métodos: 201 estudiantes de enfermería fueron asignados aleatoriamente (1:1) a un grupo de trabajo sincrónico (SG) versus un grupo de trabajo asincrónico (AG). Se recogieron variables sociodemográficas, autoeficacia y autorregulación. La comprensión se evaluó con una prueba de opción múltiple. Se utilizó la regresión lineal para identificar covariables influyentes y las puntuaciones de las pruebas se compararon mediante puntuación de propensión y regresión ponderada de probabilidad inversa. Resultados: No hubo diferencias entre las intervenciones sincrónicas y asincrónicas. La edad (β = -0,04), la situación laboral (β = 1,16) y el nivel de estrategias de autorregulación del desempeño (β = 0,31) predijeron el nivel de conocimientos adquiridos. Después de ajustar por las puntuaciones de ambos grupos, no se encontraron diferencias en las puntuaciones de las pruebas de conocimientos. Conclusiones: No existen diferencias entre los dos modelos de e-learning. Independientemente del tipo de modelo, el nivel de autorregulación, la situación laboral y la edad tienen un impacto en el e-learning.

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