Computer-Based Learning Objects in Healthcare: The Student Experience

Blake, Holly

doi:10.2202/1548-923x.1939

Cited by 41 publications

(60 citation statements)

References 23 publications

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“…Tailoring an e-learning tool to the intended audience ensures the materials meet the specific learning needs of the users (Blake 2010), as well as the reality of users' busy schedules and unique ingrained habits and perceptions (Adler et al 2009;Blake 2009). …”

mentioning

confidence: 99%

Using simulation to educate police about mental illness: A collaborative initiative

2014

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mentioning

confidence: 99%

Using simulation to educate police about mental illness: A collaborative initiative

2014

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“…Minimal influence from the researcher around the data collection and analysis process serves to present the women's' story free from the potential bias of the researcher. Hearing and listening to stories 'first hand' also facilitates engagement and interactivity (Blake, 2010). E-learning resources have practical advantages in that they are flexible and accessible to a wide range of audiences on an international platform (Wharrad and Windle, 2010).…”

Section: Aimmentioning

confidence: 99%

“Don’t judge me”: narratives of living with FGM

Recchia

McGarry

2017

IJHRH

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Purpose The purpose of this paper is to facilitate a participant led arts-based workshop for survivors of female genital mutilation (FGM) in order to explore their experiences and impact of FGM on health and wellbeing, and to use the artefacts to inform development of an e-learning resource. Design/methodology/approach The study utilised a creative narrative approach which included the sharing of personal stories, the creation of pottery models and the sharing of artefacts. A narrative approach was chosen as the methodology for the study as narratives are now well established within qualitative research as a meaningful way in which the voices of participants take precedence over those of the researcher. Six women who are living with FGM agreed to take part. Findings The composition of the workshop essentially encompassed two main strands: the creation of a persona and sharing artefacts. These are described in detail with supplementary images included wherever appropriate. The authors have not attempted to present the findings of the workshop from the perspective of the researcher but have rather enabled the findings to speak for themselves. Research limitations/implications There is a paucity of studies which have explored women’s experiences of living with FGM and the impact on health and well-being. The findings suggest that there is further scope for research and practice development which examines the impact of education on professional’s approaches to FGM. Originality/value This study and the wider focus towards the impact of FGM beyond the physical or procedural aspects of FGM offer a contribution to the evolving evidence base in this field.

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“…Sonuç olarak öğrenci ve öğretmenlerin öğrenme kazanımları, öğrenme öğretim sürecinin kalitesi bağlamında olumlu yansımalara yer vermişler, özellikle derse ilgi, katılım ve etkinliklerdeki meşguliyet noktasında katkı sağlayıcı olduğunu ortaya koymuşlardır. Diğer bir çalışmada tıp ve hemşirelik öğrencilerinin öğrenme nesneleri kullandıkları ortamda bilgisayar kullanım yeterliği, ortamdaki teknik kısıtlılıklar, öğreticilerin destek alabilmeleri gibi faktörlerin ortama yönelik olumlu düşünce ve tutumlar ile ilişkili olabileceği belirlenmiştir (Blake, 2010).…”

Section: öğRenme Nesneleri Ve Derse Yönelik Tutumlarunclassified

Ortaöğreti̇m Matemati̇k Dersi̇nde Öğrenme Nesneleri̇ Kullaniminin Öğrenci̇leri̇n Matemati̇k Dersi̇ne Yöneli̇k Tutumlarina Etki̇si̇: Deneysel Bi̇r Çalişma

Çakıroğlu¹,

Baki²

2016

Eğitim Teknolojisi Kuram Ve Uygulama

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Some of the students develop negative attitudes towards mathematics because they think that mathematics include some topics which are difficult to understand. This study compares the attitudes of three group of students in 9th grade students towards mathematics in which one group use learning objects in classroom activities, one group in extracurricular activities and one group did not use the objects. Totally 76 (n1=24, n=26, n3=26) students participated to the study. Since the study was carried out as a quasiexperimental design, an attitude scale for mathematics was used as pretest and posttest and interviews were conducted inorder to discuss the attitudes in detail. In this regard, interviews were administered with four students from each two groups in which the learning objects were used. As a result, no significant difference in attitudes scores were noticed among groups used learning objects in different ways and the groups did not used learning object. Also, only a significant difference is determined between pretest and post attitude scores in the group in which learning objects were used in classroom activities. In attitudes towards mathematics, interest and features of the objects were the themas which come front. The results of the study suggest that learning objects may be used in classroom activities and also in extracurricular mathematics activities but do not provide a significant development in attitudes for students.

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Computer-Based Learning Objects in Healthcare: The Student Experience

Cited by 41 publications

References 23 publications

Using simulation to educate police about mental illness: A collaborative initiative

Using simulation to educate police about mental illness: A collaborative initiative

“Don’t judge me”: narratives of living with FGM

Ortaöğreti̇m Matemati̇k Dersi̇nde Öğrenme Nesneleri̇ Kullaniminin Öğrenci̇leri̇n Matemati̇k Dersi̇ne Yöneli̇k Tutumlarina Etki̇si̇: Deneysel Bi̇r Çalişma

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