Adoption of an Adaptive Learning Resource, Rhapsode™, in Nurse Education: Students’ Expectations and Experiences

Nortvig, Anne-Mette; Jørnø, Rasmus Leth Vergmann; Andersen, Bjarke Lindsø

doi:10.7146/lt.v7i11.128179

Cited by 1 publication

(1 citation statement)

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“…One of the goals of the research project was to encourage educators to use data generated by students' interactions in Rhapsode to guide and plan personalised and flipped classroom teaching experiences (Nortvig, Jørnø and Andersen, 2022;Jørnø, Nortvig and Andersen, 2022). However, despite the project's intentions and the availability of some student data, we discovered that students were preparing for class in ways different from what educators had encouraged them to do and thus different from what the educators anticipated.…”

Section: Introductionmentioning

confidence: 99%

What does it mean to prepare for class? A case study on students’ study habits in a nursing educational programme

Tretow-Fish,

Lindsø Andersen,

Emilie Møller

et al. 2024

JLDHE

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This article presents findings from a research project that aimed to replace physical books with an adaptive learning platform, Area9 Rhapsode™, for nursing students’ class preparation. As the project expanded, it became evident that students employed diverse preparation practices, prompting an investigation into their preparation habits. This is done through the following research questions: (1) how do students feel about class preparation? (2) what learning resources do students choose? (3) when and where do they prepare for class? This is conducted through a mixed methods design that draws on empirical data from interviews, mobile ethnography, surveys, and log data. The results highlight the wide range of resources students utilise, including digital and analogue tools, the various temporal patterns of preparation, and students’ spectrum of feelings in their preparation. The findings suggest the importance of understanding individual students’ preparation habits to facilitate targeted teaching approaches that cater to diverse learning needs. The article contributes to the existing literature on study habits and strategies, emphasising the need for educators to recognise and adapt to students’ unique preparation behaviours in order to enhance their academic success.

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Section: Introductionmentioning

confidence: 99%