Continuous learning with a quiz for stroke nurses

Fessl, Angela; Bratic, Marina; Pammer, Viktoria

doi:10.1504/ijtel.2014.068362

Cited by 6 publications

(7 citation statements)

References 13 publications

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“…The Medical Quiz [10], [11] is a web-based quiz especially developed for nurses working at a Stroke Unit in German hospitals (see Figure 2). Four different quiz types were implemented: A Quiz-against-time (answer as many questions as possible in 5 minutes), the Quiz-of-20 (answer twenty questions), the Quiz-of-10 (answer 10 questions) and the Quiz-of-5 (answer 5 questions).…”

Section: Reflection Guidance In the Medical Quizmentioning

confidence: 99%

“…Learning Domain: The learning domain is medical knowledge for stroke nurses. The quiz aims to help nurses prepare for a formal exam; the reflective questions in the quiz aim to help nurses reflect on their learning state and strengthen the connection between theory and practice (see [10]). Nurses are already experienced in the learning domain.…”

Section: Medical Quiz In a Stroke Unitmentioning

confidence: 99%

“…However, short textual notes from which reflection cannot be judged does not necessarily mean that the reflective learning that did take place was similarly limited. In a qualitative exploration [10] we identified two reasons for the very short answers: First, from a lack of computer skills (typing takes time! ); and second because participants used the Medical Quiz to prepare themselves for the exam at the end of the workshop.…”

Section: Rq3: Learning -Depthmentioning

confidence: 99%

“…Second, in providing empirical data and insights about reflection guidance technology in the workplace to learning technologies literature. Three of the four trials have been reported in previous conference and journal publications [9], [10], [11], [12], [13], [14], but without emphasis on reflection guidance technology. A shorter version of this paper was published at the European Conference on Technology Enhanced Learning 2015 [15].…”

Section: Introductionmentioning

confidence: 99%

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In-App Reflection Guidance: Lessons Learned Across Four Field Trials at the Workplace

Fessl

Wesiak

Rivera-Pelayo

et al. 2017

IEEE Trans. Learning Technol.

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This paper presents a concept for in-app reflection guidance and its evaluation in four work-related field trials. By synthesizing across four field trials, we can show that computer-based reflection guidance can function in the workplace, in the sense of being accepted as technology, being perceived as useful and leading to reflective learning. This is encouraging for all endeavours aiming to transfer existing knowledge on reflection supportive technology from educational settings to the workplace. However, reflective learning in our studies was mostly visible to limited depth in textual entries made in the applications themselves; and proactive reflection guidance technology like prompts were often found to be disruptive. We offer these two issues as highly relevant questions for future research.

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Section: Reflection Guidance In the Medical Quizmentioning

confidence: 99%

Section: Medical Quiz In a Stroke Unitmentioning

confidence: 99%

Section: Rq3: Learning -Depthmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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In-App Reflection Guidance: Lessons Learned Across Four Field Trials at the Workplace

Fessl

Wesiak

Rivera-Pelayo

et al. 2017

IEEE Trans. Learning Technol.

Self Cite

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“…Furberg (2009) and McNicol et al (2014) found out that without seeing the value of reflection, students only answer prompts in order to receive a positive grade. In work-related settings, Fessl et al (2012); Fessl, Bratic, and Pammer (2014); Fessl et al (2015), Rivera-Pelayo (2015); Rivera-Pelayo et al (2015) and Pammer and Bratic (2013); Pammer et al (2015) showed that prompts are able to induce reflective learning on own and other's mood, new gained knowledge in relation to practical experiences and with regard to time management. What emerges in all work-related settings is that especially the timing, when to present the prompts, need to be carefully considered in order to not disturb the user's current work-flow.…”

Section: Promptsmentioning

confidence: 99%

The known universe of reflection guidance: a literature review

Fessl

Blunk

Prilla

et al. 2017

IJTEL

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Reflective learning has been established as a process that deepens learning in both educational and work-related settings. We present a literature review on various approaches and tools (e.g., prompts, journals, visuals) providing guidance for facilitating reflective learning. Research considered in this review coincides common understanding of reflective learning, has applied and evaluated a tool supporting reflection and presents corresponding results. Literature was analysed with respect to timing of reflection, reflection participants, type of reflection guidance, and results achieved regarding reflection. From this analysis, we were able to derive insights, guidelines and recommendations for the design of reflection guidance functionality in computing systems: (i) ensure that learners understand the purpose of reflective learning, (ii) combine reflective learning tools with reflective questions either in form of prompts or with peer-to-peer or group discussions, (iii) for work-related settings consider the time with regard to when and how to motivate to reflect.

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Technologies for Professional Learning

Littlejohn

Pammer-Schindler

2022

Research Approaches on Workplace Learning

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Global, organisational and technological changes are transforming the world of work, which elevates the need for lifelong professional learning. Professional learning is expected to increase by 50% globally by 2040 (AlphaBeta, 2019). This demand is unlikely to be met through established forms of professional development, such as training and workshops that traditionally have enabled large numbers of people to reach a specific level of competency. There is a general recognition that simply scaling up conventional forms of professional development, such as training or degree programmes that require a long-term, full-time commitment, will not provide the volume or variety of professional learning needed. In the past, learning a standard curriculum has been helpful to enable large numbers of workers to learn skills and knowledge that apply to standard work practices. However, largescale training of a standard curriculum is not helpful for workers who need to learn specialist knowledge and individual work practices (Littlejohn & Margaryan, 2014). Each professional has to learn specific skills and knowledge to apply to niche problems and work tasks.

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Continuous learning with a quiz for stroke nurses

Cited by 6 publications

References 13 publications

In-App Reflection Guidance: Lessons Learned Across Four Field Trials at the Workplace

In-App Reflection Guidance: Lessons Learned Across Four Field Trials at the Workplace

The known universe of reflection guidance: a literature review

Technologies for Professional Learning

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