The Effect of Collaborative Anchoring on the Development of Digital Curation Skills Among Nursing College Students

Abstract

This study aimed to examine the effects of collaborative anchoring on the development of digital curation skills among nursing college learners engaged in healthcare animation design activities. A cohort of thirty participants was recruited and evenly distributed into six groups to participate in three distinct animation design sessions, each incorporating different instructional interventions. Initially, participants engaged in a face-to-face discussion, during which they reviewed and critiqued the strengths and weaknesses of an assigned healthcare animation video. Subsequently, they participated in an online collaborative anchoring session utilizing a cloud-based application, SyncSketch, to critique another animation video within a structured digital environment. The final session involved anonymous online collaborative anchoring, wherein the same task was conducted, but all feedback was provided anonymously. A six-genre collaborative anchor framework was devised to analyze discrepancies in anchoring across the three instructional sessions. Additionally, a debugging task was administered to assess variations in digital curation skills following the experiment. The findings indicated that the use of SyncSketch's timeline anchors significantly enhanced participants' focus and engagement, resulting in more precise and targeted feedback compared to traditional face-to-face discussions. Furthermore, the anonymous online collaborative anchoring fostered a more equitable peer review dynamic, ensuring that all participants could contribute meaningfully. The study concludes by discussing the implications of integrating collaborative anchoring into nursing education as a means to enhance digital curation skills.