title: Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students.
abstract: BACKGROUND
  Learning English as foreign language and computer technology are two crucial skills for nursing students not only for the use in the medical institutions but also for the communication needs following the trend of globalization. Among language skills, writing has long been ignored in the curriculums although it is a core element of language learning.
  
  
  OBJECTIVE
  To apply the TPACK (Technological Pedagogical and Content Knowledge) model to design an online English writing course for nursing students, and to explore the effects of the course to the students' learning progress as well as their satisfactions and perceptions.
  
  
  METHODS
  A single-group experimental study, utilizing the CEEC (College Entrance Examination Center) writing grading criteria and a self-designed course satisfaction questionnaire, is used. Fifty one nursing students who were in their first/four semesters of the two year vocational pre-registration nursing course in a Taiwan university were selected using convenience sampling.
  Quantitative data were analyzed using descriptive statistics and repeated measure MANOVA. Qualitative data were analyzed by content analysis.
  
  
  RESULTS
  Students' writing competence had been improved significantly in every dimension after the instruction. Only half of the learners preferred online writing compared to the traditional way of writing by hand. Additionally, participants reported that they would prefer to receive feedback from the teacher than peers, yet they did not like the indirect feedback. The teacher perceived the course as meaningful but demanding for both learning and teaching sides. To implement the peer review activities and give feedback on time were two major challenges during the cycles.
  
  
  CONCLUSIONS
  The TPACK model suggests a comprehensive and effective teaching approach that can help enhance nursing students' English writing performance. Teachers are advised to consider its implementation when designing their syllabus.
authors.affiliation: Department of General Education, Chang Gung University of Science and Technology, Chia-Yi Campus, Taiwan. Electronic address: alextai@gw.cgust.edu.tw.
authors.forename: Hung-Cheng
authors.initials: HC
authors.lastname: Tai
authors.affiliation: Department of Nursing, Chang Gung University of Science and Technology, Chia-Yi Campus, Taiwan. Electronic address: pmeiyu@gw.cgust.edu.tw.
authors.forename: Mei-Yu
authors.initials: MY
authors.lastname: Pan
authors.affiliation: Department of Nursing, Chang Gung University of Science and Technology, Chia-Yi Campus, Taiwan. Electronic address: bih-olee@gw.cgust.edu.tw.
authors.forename: Bih-O
authors.initials: BO
authors.lastname: Lee
mesh_terms: D000328:Adult; D000704:Analysis of Variance; D003142:Communication; D003479:Curriculum; D020375:Education, Distance; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D007802:Language; D017145:Models, Educational; D015402:Nursing Education Research; D009862:Online Systems; D013338:Students, Nursing; D013624:Taiwan; D014956:Writing / Q000592:standards*; D055815:Young Adult
keywords: Nursing education; Nursing students; TPACK model; Writing learning