Blending Adaptive Learning Technology Into Nursing Education: A Scoping Review

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

doi:10.30935/cedtech/11370

Cited by 11 publications

(17 citation statements)

References 18 publications

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“…In this systematic scoping review (Arksey and O'Malley, 2005;Daudt et al, 2013;Andersen et al, 2021), a comprehensive search strategy was developed. After an initial search of the topic area in collaboration with an information search expert.…”

Section: Search Strategy and Source Selectionmentioning

confidence: 99%

Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education

et al. 2022

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Although teacher effectiveness plays a critical role in the learning process, little is known about its conceptualization and assessment, particularly in higher education (HE). This review aims to fill this gap by (a) listing the literature on teacher effectiveness, (b) identifying the instruments that have been used to assess teacher effectiveness (HE), and (c) highlighting the most effective teaching approaches based on the relevant literature. The selection process considered studies published since 1990 and conducted in higher education contexts with students. The research articles measured instructional processes and faculty effectiveness in terms of student outcomes, focusing on student achievement and student satisfaction. In reviewing the international research, special attention was paid to Southeastern Europe and Greece in particular. After a thorough review, the analysis revealed 26 studies. The results show that there is no universal definition of effective higher education teaching. Effective teaching may manifest itself in high scores on student performance assessments or in rewarding classroom interactions. Based on this principle, the way teacher effectiveness is defined is closely linked to proposed solutions in educational policy. Furthermore, research has shown that student-centered teaching styles are perceived by students as more effective, engaging, and performance-enhancing. However, several studies have not clarified why different teachers use different teaching styles in similar contexts. This review represents a step forward in our understanding of teacher effectiveness in HE. Nonetheless, effective teaching strategies could be better conceptualized through future research aimed at assessing the contextual nature of teaching along with student perceptions of effectiveness and expectations for an effective classroom climate.

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Section: Search Strategy and Source Selectionmentioning

confidence: 99%

Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education

et al. 2022

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“…Adaptive means adaptation, and adaptive learning is the same as adapted training. Adaptive learning is an educational method that uses web-based learning resources to specially adapt learning materials and assignments to the individual's prior knowledge and skill level [40][41][42][43]. In adaptive web-based learning, the software observes one or more aspects of learning, most often whether if the student has answered correctly or has errors in tasks, and then analyzes the observations in order to personalize the learning materials offered by the web-based learning resource [41,42].…”

Section: Adaptive Web-based Learningmentioning

confidence: 99%

“…Development of adaptive web-based learning resources in the field of healthcare education is in its infancy [39,40,43,46]. Fontaine et al [40] have conducted a systematic review including 21 articles, enrolling 3684 health professionals and students.…”

Section: Adaptive Web-based Learningmentioning

confidence: 99%

Adaptive Web-Based Technology Aiming at Improving Learning of Medication Calculation Skills for Nursing Students

Ravik¹,

Andresen²

2024

Nursing - Trends and Developments

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Medication calculation skills are in great demand among registered nurses. However, miscalculations are a common medication error performed by registered nurses in the clinical setting. Medication calculation errors are common causes of unintended harm to patients of all ages. Mastery of medication calculation skills is one of the tasks nursing students should achieve during their education. Outcome measures, however, indicate that for many students, accurate medication calculations are challenging to both learn and master. This justifies the need for effective learning and teaching approaches in medication calculation skills for nursing students. In recent years, interactive and dynamic learning resources in the form of technological devices and interventions have been developed and implemented to improve nursing students’ learning opportunities in medication calculation skills. Research suggests that web-based technologies can enhance learning opportunities in medication calculations. However, for students who have inadequate knowledge, opportunities, and abilities in learning, progression slows down, and more time must be spent on learning. Adaptive web-based learning technology is an emerging technology that have additional learning benefits than traditional interactive web-based learning technologies. This chapter describes the potential of adaptive web-based learning technologies to support learning of medication calculation skills.

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“…T-PACK (Herring, Koehler, & Mishra, 2016) and SAMR (Romrell, Kidder, & Wood, 2014)). Partly, recent reviews show that the learning designs associated with the use of adaptive learning technologies in nursing education lack transparency and justification for the design developed, and among this also a reflection on the role and actions of the students both in preparation and class (Andersen, Jørnø, & Nortvig, 2021;Fontaine et al, 2019). This has particular significance for adaptive technologies, as the technology's primary focus is on the student user.…”

Section: Adoption Of An Adaptive Learning Technology In Nurse Educationmentioning

confidence: 99%

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

Nortvig

Jørnø²,

Andersen³

2022

Self Cite

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This article presents the first finding from a research project that design for and test the implementation of an adaptive learning technology, RhapsodeTM, in nurse education in Denmark. Based on the empirical data that was generated from 12 h of classroom teaching observations and interviews with 11 student nurses, the article asks the question of how the student nurses experience and react to the new digital learning resource. The student nurses reacted very differently to the technology, and it is the descriptions, reasons and discussions of these reactions and experiences that are in focus in this article.

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Blending Adaptive Learning Technology Into Nursing Education: A Scoping Review

Cited by 11 publications

References 18 publications

Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education

Rediscovering Teaching in University: A Scoping Review of Teacher Effectiveness in Higher Education

Adaptive Web-Based Technology Aiming at Improving Learning of Medication Calculation Skills for Nursing Students

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

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