Factors affecting metacognition of undergraduate nursing students in a blended learning environment

Abstract

This paper is a report of a study to examine the influence of demographic, learning involvement and learning performance variables on metacognition of undergraduate nursing students in a blended learning environment. A cross‐sectional, correlational survey design was adopted. Ninety‐nine students invited to participate in the study were enrolled in a professional nursing ethics course at a public nursing college. The blended learning intervention is basically an assimilation of classroom learning and online learning. Simple linear regression showed significant associations between frequency of online dialogues, the C ase A nalysis A ttitude S cale scores, the C ase A nalysis S elf E valuation S cale scores, the B lended L earning S atisfaction S cale scores, and M etacognition S cale scores. Multiple linear regression indicated that frequency of online dialogues, the C ase A nalysis S elf E valuation S cale and the B lended L earning S atisfaction S cale were significant independent predictors of metacognition. Overall, the model accounted for almost half of the variance in metacognition. The blended learning module developed in this study proved successful in the end as a catalyst for the exercising of metacognitive abilities by the sample of nursing students. Learners are able to develop metacognitive ability in comprehension, argumentation, reasoning and various forms of higher order thinking through the blended learning process.