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Aims To determine whether the use of a Moodle-based learning management system (LMS) for educational purposes can significantly improve e-collaborative learning, perceived satisfaction, and study achievement among nursing students in a pediatric nursing course. Background Studies suggest that in nursing education, electronic Moodle-based LMSs may be more effective than traditional face-to-face teaching, as they lead to learning outcomes that equal or exceed those of face-to-face teaching. Therefore, nursing education methods and pedagogy should be modified accordingly. Design: Nonrandomized pretest–posttest quasiexperimental design. Methods Third-year nursing students in a medical college in northern Taiwan were recruited and nonrandomly assigned to non-Moodle and Moodle groups. Students in the former received traditional classroom teaching without the use of Moodle, while those in the latter completed the course through both Moodle and classroom lectures. Results Eighty-four students (52 in the non-Moodle group and 32 in the Moodle group) completed both the pretest and posttest. For perceived satisfaction, e-collaborative learning, and study achievement, the overall test results indicated a significant difference in the posttest between the two groups (F (1,82) = 10.62, P = 0.002), (F (1,82) = 9.48, P = 0.003), (F (1,82) = 59.30, P η2 reached 11.5%, 10.4%, and 42.0%, respectively. Conclusion The students who used Moodle showed significantly higher levels of perceived satisfaction, e-collaborative learning, and study achievement in the pediatric nursing course. Moodle-based LMSs for educational purposes can serve as effective complementary learning tools for pediatric nursing courses. |
