Cooperative networks and their influence on engagement with nursing students
Authors: 
Pilar Marqués-Sánchez, Javier Alfonso-Cendón, Ma Elena Fernández-Martínez, Cristina Liébana-Presa, Arrate Pinto-Carral, Miguel Ángel CondeAuthors Info & Claims
Pilar Marqués-Sánchez, Javier Alfonso-Cendón, Ma Elena Fernández-Martínez, Cristina Liébana-Presa, Arrate Pinto-Carral, Miguel Ángel CondeAuthors Info & ClaimsPages 65 - 70
Abstract
This paper is part of a research project into innovation in education, undertaken at the [name deleted for review process], with university students from Health Sciences. The aim of the study was to demonstrate how the cooperative networking of students, increasing the engagement and academic outcomes. For this, a teaching methodology was designed where the students had to build a case in video format and establish relationships between them to transfer help, advice and ideas. The network before and after the intervention was measured by applying the method of Social Network Analysis (SNA) and the UCINET software. The engagement was measured with a questionnaire about Commitment (Student Academic Engagement) based on studies by Schaufeli et al, 2002. These results show that (i) the network was broader after intervention, (ii) the degree of connections associated with increased engagement, and (iii) the degree of student satisfaction was high with this teaching methodology.
References
[1]
Johnson, D. W., and R. T. Johnson. El aprendizaje cooperativo en el aula. Paidós, 1999.
[2]
Millis, B. J. Cooperative Learning in Higher Education: Across the Disciplines, Across the Academy. Sterling, VA: Stylus Publishing, LLC, 2010.
[3]
Prince, M. J. "Does Active Learning Work? A Review of the Research." Journal of Engineering Education 93, no. 3 (2004): 223--231.
[4]
Delgado, M. A., and M. C. Fonseca-Mora. "The use of cooperative work and rubrics to develop competences." Education for Chemical Engineers 5 (2010): e33--e39.
[5]
Vine Jara, A., and A. Ferreira Cabrera. "Mejoramiento de la competencia comunicativa en español como lengua extranjera a través de la videocomunicación." Revista de Lingüística Teórica y Aplicada 50, no. 1 (2012): 139--160.
[6]
González Fernández, N., and M. R. García Ruiz. "El Aprendizaje Cooperativo como estrategia de Enseñanza-Aprendizaje en Psicopedagogía (UC): repercusiones y valoraciones de los estudiante." Revista Iberoamericana de Educación 42, no. 6 (2007).
[7]
Gallego, J. R., A. Redondo, R. Lorente, and A. Benedito. "La coordinación entre profesores como base del nuevo aprendizaje universitario." Arxius (Universidad de Valencia) 24 (2011): 119--134.
[8]
Barnes, J. A. Class and committees in a Norwegian island parish. Vol. 7, in Social Network Analysis: A Handbook, by J. Scott, 39--58. Newbury Park, CA: Sage, (1954) - 2006.
[9]
Wasserman, S., and K. Faust. Social network analysis: Methods and applications. Cambridge University Press, 2007.
[10]
Lorrain, F., and H. C. White. "Structural equivalence of individuals in social networks." Journal of Mathematical Sociology 1 (1971): 49--80.
[11]
Sparrowe, R., R. Liden, S. Wayne, and M. Kraimer. "Social networks and the performance of individuals and groups." Academy of Management Journal 44, no. 2 (2001): 316--325.
[12]
Repiso, R., D. Torres, and E. Delgado. "Análisis bibliométricos y de redes sociales en tesis doctorales españolas sobre televisión (1976--2007)." Comunicar 37 (2011): 151--159.
[13]
Grant, J. "Proactive behaviour in the organizations." Journal of Management 26 (2000): 435--462.
[14]
Salanova, M., S. Llorens, E. Cifre, I. Martínez, and W. B. Schaufeli. "Perceived Collective Efficacy subjective Wellbeing and Task Performance Among Electronic Work Groups: An Experimental Study." Small Group Research 34 (2003): 43--73.
[15]
Schaufeli, W. B., I. Martínez, A. Marqués-Pinto, M. Salanova, and A. Barkker. "Burnout and Engagement: A Multi-sample Study." Journal of Organizational Behaviour 25 (2002): 293--315.
[16]
Linnenbrink, E. A. "Emotion research in education: Theoretical and methodological perspective on the integration of affect, motivation and cognition." Educational Psycology Review 18 (2006): 307--314.
[17]
Salanova, M., and W. B. Schaufeli. "A Cross-national study of work engagement as a mediator between job resources and proactive behaviour." The International Journal of Human Resource Management 19 (2008): 116--131.
[18]
Freeman, L. C. "Centrality in social networks. Conceptual clarification." Social Networks (Elsevier) 1 (1979): 215--239.
[19]
Bonachich, S. P., and P. Lloyd. "Eigenvector --like measures of centrality for asymmetric relations." Social Networks (Elsevier) 23 (2001): 191--201.
[20]
Borgatti, S. P., M. G. Everett, and L. C. Freeman. Ucinet for Windows: Software for Social Network Analysis. Harvard: Analytic Technologies, 2002.
[21]
Salmerón, L. "Actividades que promueven la transferencia de los aprendizajes: una revisión de la literatura." Revista de Educación Extraordinary (2013): 34--53.
[22]
Schwartz, D., and J. Bransford. "A time for telling." Cognition and Intruction 16 (1998): 475--522.
Index Terms
- Cooperative networks and their influence on engagement with nursing students
Recommendations
Co-operative Networks and their Influence on Engagement: A Study with Students of a Degree in Nursing
At present, the European Higher Education Area (EHEA) emphasizes the importance of collaborative learning in University education. Previous studies have found evidence to support collaborative activities; however, none have analyzed the influence of ...
Student engagement in course-based social networks
Social network sites provide the opportunity for building and maintaining online social network groups around a specific interest. Despite the increasing use of social networks in higher education, little previous research has studied their impacts on ...
Competition-Based Learning: A Model for the Integration of Competitions with Project-Based Learning using Open Source LMS
In an effort to enhance the learning process in higher education, a new model for Competition-Based Learning CBL is presented. The new model utilizes two well-known learning models, namely, the Project-Based Learning PBL and competitions. The new model ...
Comments
Information & Contributors
Information
Published In
Copyright © 2015 ACM.
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].
Sponsors
- University of Salamanca: University of Salamanca
- CIETI: Center for Innovation in Engineering and Industrial Technology
- GRIAL: Research GRoup on InterAction and eLearning
- ISEP: Instituto Superior de Engenharia do Porto
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 07 October 2015
Check for updates
Author Tags
Qualifiers
- Research-article
Conference
TEEM '15
Sponsor:
- University of Salamanca
- CIETI
- GRIAL
- ISEP
TEEM '15: 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality
October 7 - 9, 2015
Porto, Portugal
Acceptance Rates
Overall Acceptance Rate 496 of 705 submissions, 70%
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 60Total Downloads
- Downloads (Last 12 months)4
- Downloads (Last 6 weeks)0
Reflects downloads up to 16 Feb 2025
Other Metrics
Citations
View Options
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign in