An interventional study of TPACK-Based Blended Learning Instruction in Smart Classroom and Nursing Education, sponsored by Xu Tao. Completed at 1 site in China. Per ClinicalTrials.gov, last updated 2026-05-20.
Sponsored by Xu Tao · Not applicable, Interventional, and Other
Study Purpose The purpose of this study is to evaluate the effectiveness of a blended teaching approach based on the TPACK framework in improving the skills of master\'s degree nursing students in retrieving and using network information resources. The TPACK framework integrates Technology, Pedagogy, and Content Knowledge to enhance teaching and learning experiences.
Study Content and Implementation Plan
This study involves a combination of online and offline teaching methods to help nursing students better understand and utilize various information resources. The main components of the study include:
By implementing these measures, the study aims to minimize any negative effects on students and maximize their learning outcomes in a safe and supportive environment.
This study evaluates the effectiveness of a TPACK (Technological Pedagogical Content Knowledge) framework-based instructional approach in a course on Network Information Resources Retrieval and Usage among master's degree nursing students. The research employs a quasi-experimental design to compare the outcomes of an intervention group, which receives TPACK-based blended learning, with a control group that experiences traditional face-to-face instruction.
This study aims to provide evidence on the efficacy of the TPACK-based blended learning approach in enhancing educational outcomes in nursing education.
Xu Tao is the lead sponsor of 2 studies on the registry; none are open to participants now.
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Exclusion Criteria:
The intervention group received instruction based on the TPACK (Technological Pedagogical Content Knowledge) framework, incorporating a blended learning approach that combined online and offline methods. The curriculum included the same fundamental theories and skills as the control group but integrated digital tools and resources. Online components consisted of interactive MOOC videos, online assignments, peer assessments, and real-time virtual discussions via platforms like DingTalk. Offline components included traditional face-to-face classroom sessions, hands-on practice, group discussions, and collaborative projects. The blended approach aimed to enhance students' engagement and understanding by leveraging technology to facilitate a more interactive and flexible learning experience.
Other: TPACK-Based Blended Learning Instruction
The control group employed traditional in-person teaching methods, including face-to-face classroom instruction, reading from printed textbooks, and completing homework assignments. The curriculum covered the fundamental theories and skills related to information resource retrieval and usage but did not specifically utilize the TPACK framework. Students primarily received lectures and guidance from the instructor during class and completed assignments and learning tasks independently after class.
The control group employed traditional in-person teaching methods, including face-to-face classroom instruction, reading from printed textbooks, and completing homework assignments. The curriculum covered the fundamental theories and skills related to information resource retrieval and usage but did not specifically utilize the TPACK framework. Students primarily received lectures and guidance from the instructor during class and completed assignments and learning tasks independently after class.
Also known as: experimental group
Mastery of knowledge
The Knowledge Mastery Scale was used to evaluate students' knowledge mastery. Through a process of revision informed by the course objectives and content, a final version consisting of 12 items was developed. Participants rated their level of mastery based on their course experiences, with higher scores indicating greater mastery. Example item: "Please evaluate your level of mastery of the course content based on your personal experiences. Choose the option that best reflects your understanding on a scale of 1 to 5."
Time frame: 3 monthes
Effectiveness of resources
To find out how much the students perceived the resources used in the course to be helpful in understanding and mastering the course content. The questionnaire was based on a 7-point Likert scale, with scores from 1 to 7 indicating "very unhelpful", "unhelpful", "rather unhelpful", "average", "fairly helpful", "helpful", and "very helpful", with higher scores indicating that the higher the score, the more helpful the resource is perceived by the students.
Time frame: 3 monthes
Learning satisfaction
The Learning Satisfaction Scale was adopted as a student self-assessment scale with 24 entries, containing course satisfaction, teaching satisfaction, platform satisfaction, expected service satisfaction, perceived service satisfaction and overall satisfaction. We adjusted the dimensional entries to match the course content, resulting in a 17-entry satisfaction scale. Participants rated their satisfaction level on a 5-point Likert scale, ranging from "very dissatisfied" to "very satisfied."
Time frame: 3 monthes
This study is completed, as verified in May 2026. You cannot join it, but the record below documents what was studied.
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