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Article: How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model

TitleHow can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model
Authors
KeywordsTeam-based learning
Computer-supported instruction
Interprofessional education
Mediational analysis
Issue Date2019
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/comphumbeh
Citation
Computers in Human Behavior, 2019, v. 91, p. 211-219 How to Cite?
AbstractAdopting Biggs' (2003) 3P (presage, process, product) model, this study examined the role of individual preparedness, member's contribution, motivation, enjoyment in students' learning, readiness for interprofessional learning, and attainment of desired outcomes in the context of computer-supported interprofessional team-based learning (CS-IPTBL). A sample of 531 health and social care students (Chinese medicine, medicine, nursing, pharmacy, occupational therapy, and social work) from two universities in Hong Kong participated in the study. Mediational analysis showed that task value (motivation and enjoyment) and utility (perceived usefulness) played a significant mediating role between perceived preparedness and perceived individual contribution and outcomes. The study enriched the extant research by showing possible pathways that determined students' achievement in CS-IPTBL. Findings suggest that students' achievement (product) in CS-IPTBL is influenced by their motivation, enjoyment, and perceived usefulness (process) which were derived from two sources: individual preparedness and members' valuable contribution (presage). Key findings and their implications for program enhancement and teaching are provided.
Persistent Identifierhttp://hdl.handle.net/10722/259084
ISSN
2017 Impact Factor: 3.536
2015 SCImago Journal Rankings: 1.646
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorGanotice, FJA-
dc.contributor.authorChan, LK-
dc.date.accessioned2018-09-03T04:01:15Z-
dc.date.available2018-09-03T04:01:15Z-
dc.date.issued2019-
dc.identifier.citationComputers in Human Behavior, 2019, v. 91, p. 211-219-
dc.identifier.issn0747-5632-
dc.identifier.urihttp://hdl.handle.net/10722/259084-
dc.description.abstractAdopting Biggs' (2003) 3P (presage, process, product) model, this study examined the role of individual preparedness, member's contribution, motivation, enjoyment in students' learning, readiness for interprofessional learning, and attainment of desired outcomes in the context of computer-supported interprofessional team-based learning (CS-IPTBL). A sample of 531 health and social care students (Chinese medicine, medicine, nursing, pharmacy, occupational therapy, and social work) from two universities in Hong Kong participated in the study. Mediational analysis showed that task value (motivation and enjoyment) and utility (perceived usefulness) played a significant mediating role between perceived preparedness and perceived individual contribution and outcomes. The study enriched the extant research by showing possible pathways that determined students' achievement in CS-IPTBL. Findings suggest that students' achievement (product) in CS-IPTBL is influenced by their motivation, enjoyment, and perceived usefulness (process) which were derived from two sources: individual preparedness and members' valuable contribution (presage). Key findings and their implications for program enhancement and teaching are provided.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/comphumbeh-
dc.relation.ispartofComputers in Human Behavior-
dc.subjectTeam-based learning-
dc.subjectComputer-supported instruction-
dc.subjectInterprofessional education-
dc.subjectMediational analysis-
dc.titleHow can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model-
dc.typeArticle-
dc.identifier.emailChan, LK: lapki@hku.hk-
dc.identifier.authorityChan, LK=rp00536-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.chb.2018.09.029-
dc.identifier.scopuseid_2-s2.0-85054393793-
dc.identifier.hkuros289442-
dc.identifier.volume91-
dc.identifier.spage211-
dc.identifier.epage219-
dc.identifier.isiWOS:000452939300022-
dc.publisher.placeUnited Kingdom-

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