The rhetoric and reality of e‐learning: using the think‐aloud method to evaluate an online resource

Cotton, Debby; Gresty, Karen

doi:10.1080/02602930601116920

Cited by 18 publications

(13 citation statements)

References 28 publications

(23 reference statements)

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“…It involves 10 × 2.5 m projections and uses gaming technology to draw the person into the imagined lived world of the person with Dementia myShoes project (Ball, Bluteau, Clouder, Adefila, & Graham, 2015) The developers used a stereoscopic head-mounted device and gaming technology to immerse the wearer into an avatar body, and this allowed them to make new connections with a persona that is not their own. Participants are required to complete a few scenarios, whilst using a think-aloud technique (Cotton & Gresty, 2007) to provide immediate access to the thought processes occurring during immersion and reflect in real time on the experience. The session concludes with a debriefing exercise, aimed at promoting interactive learning (Rall, Manse, & Howard, 2000) Virtual Dementia Tour (VDT®) (Beville, 2002(Beville, , 2014 Beville (2014) indicates that the VDT® programme mimics the symptoms of level 4, moderate dementia.…”

Section: Backg Rou N Dmentioning

confidence: 99%

Virtual simulation training: Imaged experience of dementia

Slater

Hasson

Gillen

et al. 2019

Int J Older People Nursing

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Background and objectives The need to provide an empathic response to the care of people with dementia has long been advocated. Virtual reality‐based programmes continue to gain momentum across health sectors, becoming an innovative tool that provides staff with the opportunity to experience a dementia‐like experience within a relatively short time frame. The purpose of this study is to explore the impact of an interactive training experience on moral, emotive, behavioural and cognitive elements of empathy. Research design and methods A qualitative exploratory design was adopted employing purposive sampling to identify participants, aged over 18 years, who participated in the Virtual Dementia Tour (VDT®) programme. Interviews were conducted over a two‐month period, and qualitative thematic analysis was used to analyse the data. Results The four components (moral, emotive, behavioural and cognitive) of empathy were reflected in findings. Overall the interactive training programme was perceived as useful, and emotionally, it provided an opportunity to “imagine what it is to live with dementia,” enabling a cognitive, moral and behavioural reflection to occur, enhancing the empathic state. Discussion In this study, the VDT® provides a different way of learning, with participants reporting the emergence of an empathic response. Results suggest that the emotional response laid the foundations to the behavioural or cognitive (objective and subjective) reaction which was underpinned by a moral reaction. Implications for practice Virtual reality programmes are one step in the process for healthcare professionals caring empathetically for people with dementia; however, further research is required.

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Section: Backg Rou N Dmentioning

confidence: 99%

Virtual simulation training: Imaged experience of dementia

Slater

Hasson

Gillen

et al. 2019

Int J Older People Nursing

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“…During the virtual experience each participant was recorded articulating their thoughts and views as they entered the simulation and engaged with the activities. This 'think aloud' technique (Cotton and Gresty, 2007) was used to gain immediate access to the thought processes occurring during immersion. Researchers also independently observed participants' movements and involuntary physiological responses to capture non verbal information.…”

Section: Evaluating Impactmentioning

confidence: 99%

myShoes – the future of experiential dementia training?

Adefila

Graham

Clouder

et al. 2016

The Journal of Mental Health Training, Education and Practice

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“…responses were not received from six institutions) and the educator's students were not surveyed for their feedback. In addition, despite the claims of considerable benefits to both students and educators if computer assisted learning strategies are adopted (Cotton & Gresty, 2007) a fundamental question that we, like many others (Cotton & Gresty, 2007), did not address remains -did the technology when adopted actually enhance students' learning? Hence, in addition to trying to ensure the workbook is integrated into various undergraduate nursing, occupational therapy and social work programmes in New Zealand, the future focus of evaluations like ours should also determine the student experience and learning that occurs as a result of using a CDRom workbook.…”

Section: Discussion -mentioning

confidence: 99%

“…Learning technologies are increasingly being employed in all contexts including higher education (Cotton & Gresty, 2007) and the use of computer technology has expanded and grown in undergraduate health and social work education (Seabury & Maple, 1993;Washer, 2001). We embraced computer-aided learning because it had the potential to be innovative, exciting and educationally beneficial and because it had the capacity to sustain a time-limited project like ours.…”

Section: Discussion -mentioning

confidence: 99%

“…This research was deemed valuable as the evaluation of elearning/resources is increasingly being viewed as a crucial issue in higher education (Oliver, McBean, Conole & Harvey, 2002;Underwood, 2004). But historically, this evaluation (if it occurred) has usually been a secondary consideration as funding has been primarily directed at the development of various e-resources (Cotton & Gresty, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Increasing child and adolescent mental health content in undergraduate occupational therapy, social work and nursing programs: Lessons learnt

Lucassen

Doherty

Merry

2008

Australian e-Journal for the Advancement of Mental Health

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Abstract:This paper investigates the perceived usefulness of a CD-Rom based child and adolescent mental health workbook amongst educators from undergraduate nursing, occupational therapy and social work programmes and identifies the barriers to getting specialist mental health content into comprehensive degree-level courses.Specially selected educators from throughout New Zealand responded to a recent questionnaire about the workbook. Results from their feedback indicate that the workbook was generally well received and perceived to be useful. However, three main issues currently appear to be hindering embedding the workbook in the relevant undergraduate programmes: the workbook's content did not readily integrate into the various existing courses; there are several practical and other barriers that impede the up-take and use of the workbook; and incorporating a self-directed multi-media based teaching resource into a range of degree level programmes was problematic.Recommendations are offered to assist in overcoming these difficulties, with the ultimate aim of increasing the amount of child and adolescent mental health teaching delivered at an undergraduate level.

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The rhetoric and reality of e‐learning: using the think‐aloud method to evaluate an online resource

Cited by 18 publications

References 28 publications

Virtual simulation training: Imaged experience of dementia

Virtual simulation training: Imaged experience of dementia

myShoes – the future of experiential dementia training?

Increasing child and adolescent mental health content in undergraduate occupational therapy, social work and nursing programs: Lessons learnt

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