An Evaluation of a Technology Enhanced Learning Tool (Labtutor) From the Perspective of Undergraduate Student Nurses
Journal Title: International Journal of Innovative Research in Medical Science - Year 2017, Vol 2, Issue 1
Abstract
The efficiency of large group teaching (lectures) has long been called into question with much research high lighting low levels of student participation, and poor attention spans leading to a lack of engagement with learning which inhibits deep learning. Small group teaching and Enquiry Based Learning (EBL) are methods of teaching that can help promote deep learning. There is also a growing need and demand for Technology Enhanced Learning to suit changing lifestyles. The Labtutor® System, is one such piece of software that is designed to incorporate EBL and small group teaching quality into the large group setting. This study provides a descriptive survey of adult nursing student’s perceptions of the Labtutor system following its use in two Life Science modules within an undergraduate nursing programme. A convenience sample of first year adult nursing students (n= 115) were identified to complete a 32 item questionnaire (appendix three). Participants reported overall that they enjoyed using the system and found it beneficial to their learning specifically: (a) Increased engagement with material in online learning as a result of using the system. (b) Increased participation and levels of interactivity in the lecture as a result of using the system. (c) Increased enhancement of learning as a result of using the system and (d) Usefulness of the formative assessment facilitated by using the system. The study concludes that Labtutor® system and other such methods of Technology Enhanced Learning packages if used correctly can enhance learning.
Authors and Affiliations
Johanna McMullan McMullan
Keywords
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