Abstract
To study the effects of collaborative learning and ICT—supported—instruction on undergraduate nursing students,
collaborative learning and ICT—supported—instruction were selected as a course design for a nursing process
development seminar for 152 third—grade students at a nursing university. We set up “ think=pair=share ” and “ three=step=interview ” which are collaborative learning techniques, for 12hours. Five to six students were in one group, and one teacher was in charge of six groups. Learning effects were evaluated based on close—ended questions with a 4—point scale as well as open—ended questions on the effects of collaborative learning and ICT—supported—instruction. The response rate was 73.7%. The response rate for 10 survey items, “ strongly agree ” and “ agree ” was over 80%. There were 118 free description recording units, and six categories were formed. It was found that the drawbacks of the multi—teacher system and the effect of learning depending on other students are issues.
