Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain

Abstract

These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.

Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

“…"); and T5, criticism (e.g., "Could be more interactive."). Their qualitative data were generally positive and in agreement with other studies, which reported students' comments (Redmond et al, 2018).…”

“…The flexibility of learning (also referred to as independent learning) is identified as a major advantage of using RLOs, not only in this study but also by other studies (Redmond et al, 2018). In this study, the RLOs were administered in the presence of an instructor and laboratory teaching assistant, who enhanced the learning process by responding to questions and providing expert knowledge (Grunwald, 2007).…”

“…Developed RLOs convey information using written, video, and audio materials to help address different learning styles. Students’ comments (Table 11) can be grouped in key themes (Redmond et al, 2018): T1, enjoyment of learning (e.g., “I think it is a great learning tool…”); T2, value of the multimedia (e.g., “The videos helped me to understand the information.”); T3, flexibility of learning (e.g., “RLO allows for independent learning.”); T4, applicability of content (e.g., “Interesting topics that were well covered.”); and T5, criticism (e.g., “Could be more interactive.”). Their qualitative data were generally positive and in agreement with other studies, which reported students’ comments (Redmond et al, 2018).…”

“…Developed RLOs convey information using written, video, and audio materials to help address different learning styles. Students' comments (Table 11) can be grouped in key themes (Redmond et al, 2018): T1, enjoyment of learning (e.g., "I think it is a great learning tool…"); T2, value of the multimedia (e.g., "The videos helped me to understand the information. "); T3, flexibility of learning (e.g., "RLO allows for independent learning.…”

Translating facilitated multimodal online learning into effective person-centred practice for the person living with dementia among health care staff in Australia: an observational study

“…Constructivism learning fosters the capability to manipulate and interpret information as well as increasing confidence in meeting competency [35,36]. Participants were exposed to a learning environment that invited participants to use information gained from the course and then interpret that information regarding dementia care in their own working environment (eg through the weekly chat-room discussions).…”