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General Information
ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
Abstracting/Indexing:
Google Scholar; Crossref, CNKI,
etc.
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questions or comments to
IJLT Editorial Office
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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What's New
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
2023-12-13
IJLT will adopt Article-by-Article Work Flow from 2024. For the Bimonthly journal, each issue will be released at the end of the issue month.
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2017
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Volume 3, No. 1, March 2017
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The Evaluation of Nursing Students to Nursing Skill Practices Using the Blended Learning in Japan
Kiyoko Tokunaga
1
, Yoko Yamaguchi
1
, and Miwa Yamamoto
2
1. Kyoto Koka Women’s University
2. Tottori University
Abstract
—This study was conducted using the nursing skill class (exercise style) to clarify evaluation of blended learning from the perspective of nursing students. [Method] Open-ended questions were used for collecting data about the education program. We analyzed responses using “Trend search” text mining software (Fujitsu Co. Ltd.) to map relational words and to analyze relational line size and distance to ascertain relation strength. [Result] Mapping yielded three wedges. Results suggest that, for nursing skill practice in Japan, the range of the computer-mediated learning from face-to-face learning methods can be distinguished in nursing student evaluations.
Index Terms
—Blended Learning, nursing skill, nursing education
Cite: Kiyoko Tokunaga, Yoko Yamaguchi, and Miwa Yamamoto, "The Evaluation of Nursing Students to Nursing Skill Practices Using the Blended Learning in Japan," International Journal of Learning and Teaching, Vol. 3, No. 1, pp. 19-22, March 2017. doi: 10.18178/ijlt.3.1.19-22
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