How do nurses engage in online learning?

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How do nurses engage in online learning?

• shalni gulati
• city university
• (department of continuing education)
• s.gulati_at_city.ac.uk

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Popular Online Pedagogy in Formal Higher
Education
Input Course design Lecture and reading
material Website links Interactive online
quizzes Online collaborative / individual
activities  
Process Individual Reading Interactive online
quizzes Participation in asynchronous online
Discussions and collaborative tasks  
Output Complete the required tasks
including Essays Projects Participation in
online discussions  
This linear learning sequence assumes the same
input-output model for knowledge construction. It
assumes that all learners engage in the same
learning processes to achieve the given outcomes.
Here the emphasis is on learning processes and
outcomes that are visible and can be assessed by
the tutor.
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(No Transcript)
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Qualitative Research Sample (nurses)

• Voluntary invitation from post graduate post
  registration nurse learners
• 3 RGNs on a post-registration online course with
  monthly f2f workshops course uses PBL approach
• 4 (science graduates) student nurses on a
  blended-mode postgraduate diploma in nursing
  course uses P/EBL approach for inter-professional
  learning with medical students
• 1 (postgraduate) nurse trainer on a MSc in Adult
  Education with two online modules on e-tutoring
  course uses a discursive approach on
  tutor-defined topics
• 21 additional participants from PG courses in
  business, digital entrepreneurship, online
  tutoring, adult education, geographic
  information, information science

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• Research Methodology
• Constructivist Paradigm (How do learners engage
  with online learning?) Personal Construct Theory
  (Kelly 1970)

• Shalni
• Eliciting elements
• What are the different things you did to learn in
  your online course?

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1st Interview a) Eliciting Elements

• What are the different things you did to learn in
  your online course?

e1 Access internet for databases websites (Silent) e2 Email tutor at City e3 read the online discussions
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Eliciting Constructs

• e1 Access internet for databases websites
• This gives me a variety of formats for learning
• Interactive learning (with the computer)
• This keeps me awake it is not boring
• Answer is more instant

• e2 Email tutor at City
• e3 Read the online discussions
• This gives me text for my learning
• Linear learning (with people)
• Sometimes boring
• Answer is delayed

• Does JA a silent participant feel she can rely on
  herself more than others for her learning?
• Does she gain more from self-learning?
• Why does she feel learning with other people is
  boring and linear?
• Is there a deeper construct of control and
  self-reliance that influences her decision not to
  participate in online discussions?

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c) The Repertory Grid
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E5 Go to university library E3 Read the online
discussions E12 Learning on my own (alone no one
else to discuss with) E11 Search for answers on
my own E13 Manage time for study work E1 Access
internet databases websites
Elements
My active learning I have the control and feel
open to learning
I prefer to be an independent learner
E2 Email tutor at City E13 Manage time for study
work E9 Reading the case studies (PBL problems
increasing all the time)
Time management around work
E14 Think critically analyse for essays E11
Search for answers on my own E3 Read the online
discussions
E15 Dealing with computer malfunction E7 3day
workshops with the tutors
Material organisation of my learning Experts are
important here
Mental organisation of my learning I do this on
my own
Flexibility variety are good
Others are reliable
E16 Emailed assignments to tutor for feedback E6
Download, photocopy order articles E7 3 day
workshop with tutor E10 reading the links
provided by the tutor
Relying on others is Passive learning I feel a
loneliness in the group feel less open to
express Less my control
Reliance on others?
E8 Relying on mentors colleagues for questions
in the course E4 Email friends on the course
Others are not reliable
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Constructs
Pc15a This is what I want Pc4b This keeps me
awake it is not boring Pc17a This is good
management of my time Pc13a More applicable
satisfactory Pc8a I can rely on this for my
learning Pc9a This is under my control Pc5b
Answer is more instant Pc3b Interactive learning
with the computer Pc14a No disturbance and
interruption in my learning Pc1a I am getting
information here Pc7a More important for my
learning
Pc12b Theory learning Pc16b I did not feel
isolated Pc18b Getting in-depth picture of what I
am learning
I feel free open to share with others
High self-reliance May be due to My past
school Experiences
My internal locus of control is strong
Pc6b I can share my learning with others
Pc2b This gives me a variety of formats for my
learning Pc18b Getting an in-depth picture of
what I am learning
Theoretical learning easy access to resources
opportunity
Pc10a I rely on others Pc11a Unsupportive and
discouraging for my learning Pc8b I cant rely on
this for my learning Pc9b Control is dependent on
others
Variety engages me
Pc10b I rely on my time Pc11b Very supportive for
my learning Pc8a I can rely on this for my
learning Pc9a This is under my control
Others have the control
Linear learning is boring
Pc2a This gives me text for my learning Pc18a
Administrative process (of managing time) for my
learning
I have the control
Practical learning may have limited access to
resources
Pc15b This is less focused Pc4a Sometimes
boring Pc17b This is poor management of my
time Pc13b Less applicable Pc8b I cant rely on
this for my learning Pc9b Control is dependent on
others Pc5a Answer is delayed Pc3a Linear
learning with people Pc14b This can distract
me Pc1b I am sending information here Pc7b Less
important for my learning
Pc6a I have no opportunity to share my learning
with others
Pc12a Practice oriented learning Pc16a I felt
isolated sometimes Pc18a Administrative process
(of managing time) for my learning
External locus of control is weak
I dont feel free open to share with others
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JA
Pc15a This is what I want Pc4b This keeps me
awake it is not boring Pc17a This is good
management of my time Pc13a More applicable
satisfactory Pc8a I can rely on this for my
learning Pc9a This is under my control Pc5b
Answer is more instant Pc3b Interactive learning
with the computer Pc14a No disturbance and
interruption in my learning Pc1a I am getting
information here Pc7a More important for my
learning
Pc12b Theory learning Pc16b I did not feel
isolated Pc18b Getting in-depth picture of what I
am learning
?
CONTROL
Pc6b I can share my learning with others
e9
e13
e12
FLEXIBILITY
e1
Pc2b This gives me a variety of formats for my
learning Pc18b Getting an in-depth picture of
what I am learning
e5
e3
e11
FREEDOM OPENESS
Pc10a I rely on others Pc11a Unsupportive and
discouraging for my learning Pc8b I cant rely on
this for my learning Pc9b Control is dependent on
others
e14
e2
e10
Pc10b I rely on my time Pc11b Very supportive for
my learning Pc8a I can rely on this for my
learning Pc9a This is under my control
e6
MOTIVATION
e16
RELIANCE
e7
Pc2a This gives me text for my learning Pc18a
Administrative process (of managing time) for my
learning
Pc15b This is less focused Pc4a Sometimes
boring Pc17b This is poor management of my
time Pc13b Less applicable Pc8b I cant rely on
this for my learning Pc9b Control is dependent on
others Pc5a Answer is delayed Pc3a Linear
learning with people Pc14b This can distract
me Pc1b I am sending information here Pc7b Less
important for my learning
e8
e15
e4
Pc6a I have no opportunity to share my learning
with others
Pc12a Practice oriented learning Pc16a I felt
isolated sometimes Pc18a Administrative process
(of managing time) for my learning
?
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A silent online discussion participant
Reading online discussions is beneficial to gain
different perspectives and web-links. My
participating in online discussions may not yield
a reply. It will therefore be an incomplete
process of my learning
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An active online discussion participant
My learning space Personal management of learning
responsibilities to others are interlinked
entities
Tutor presence during online communication
reduces opportunities for building ideas
through informal social engagement
Others are key in helping to identify gaps in her
thinking thus enabling critical thinking and
construction
Trust in the internet and others is key to the
initiating choice of learning goals and ongoing
evolution of goals and development of learning
focus
All learning processes are with others in mind
and have a mix of formal and informal learning
and are a fluid process
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A moderate online discussion participant
My aim is gain control through questioning,
before accepting something as personal knowledge
I do not trust WebCT communication It is being
watched by the University. It has proved to be
an unreliable tool for my learning
Resources for my learning Learning material and
People
TRUST Is A Dr i ver
Others (like resources) are involved when I need
confirmation/ feedback on my critical
interpretation
Questioning is driven by my need to question
trust in a source (or people). The process helps
me gain internal control
I may or may not trust a source/people (conscious
or subconscious)
My natural learning method is through critical
construction (conscious and subconscious process)
My learning is the result of control trust in
people and resources
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So, how do nurses engage in online learning?

• Control is an important dimension which may
  affect how one involves others in ones learning
• The internal and external locus of control may
  vary between individuals

Is influenced by their past learning experiences
personal life context
Is influenced by course design
Is influenced by opportunities to make choices
for ones learning pathway
Is influenced by practical (clinical) experiences
Is influenced by Access to resources, peers and
mentors
Is influenced by opportunities to link theory
and practice
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Emerging Themes

• IT access E-literacy
• IT Access (where when)
• E-literacy (how)
• VLE Reliance Online discussions (trust)
• Learning space- Influenced by
• Opportunities to link theory practice
• Preferences for personal engagement
• Online in isolation (JA)
• Online with others (BW)
• Offline in isolation (CD)
• Offline with others (CL)
• External motivators and triggers for learning
  (library, home, practice setting)
• to regain control over ones learning time and
  space

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Emerging Themes

• Accessing Assessing resources online
• The beginning of knowledge construction
  (influenced by IT comfort trust in IT)
• Using the internet as the driver of learning
  focus and goals
• Using own learning goals as driver to find
  resources online
• Using online resources to gain multiple
  perspectives multiple for healthcare education
  practice
• Reading offline Learning on my own?
• Cost of printing (a hindrance)
• Interactive reading offline processes of
  meaning making (analysis/deconstruction)
• Linking reading to learning goals (locus of
  control is actual practical experience)
• Reading as formalising practical experiences,
  intuitive social knowledge
• Memory as important to check what is retained
  becomes personal knowledge

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Emerging Themes

• Emotions in Learning
• Feeling involved and feeling inside the
  experience
• Enjoyable and fun
• Boring vs. Exciting learning experiences
• Anxiety in online discussion
• Feeling isolated in a group
• Guilt is a driver
• Stress is a driver
• Feeling challenged
• Feeling stupid/inadequate about oneself and
  ones abilities
• Self confidence
• Feeling safe
• Feeling open
• Feeling of achievement
• Feeling empowered or dis-empowered

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Emerging Themes

• Issues for participation in online discussions
• Reasoning for participation in online discussion
• Pedagogical effectiveness compulsory
  participation
• Opportunities to learn about others practice
  (relevance is important for meaningful sharing)
• Written text is representation of self more
  permanent
• Language issues
• Contrived, declarative and surface statements
  watched and judged by the tutor
• Emotionally Controlled
• Knowledge of others Feeling of belonging
• Responsibility to each other for two-way
  communication
• Trust and Confidence in others
• Confidence in topic
• Time delayed communication flexibility vs.
  feeling lost

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Similarities Differences

• Diversity in learner preference for engagement
  
• Involving others in my learning
• Learning on my own
• Learning through face to face interaction
• Using email instead, to communicate with peers
  tutors
• Develop personal relationships through informal
  face to face interactions after workshops
• Self or group reflective (formal/informal face
  to face) discussions to link theory and practice

• Self direction in learning
• Preference to initiate and direct ones social
  and individual learning
• Helps to feel involved and inside the experience
• Is influenced by ones locus of control in
  knowledge construction
• Influences how one makes theory-practice link

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Differences between active, moderate silent
participants
Others are central
Others are triggers
Learning resources give formalised opinions of
others
Active participants Active-Moderate Moderate
Moderate-silent Silent Non-participants
For nurses, patients needs drive learning needs
some control for knowledge construction is based
in practice settings
Nurse learners report informal f2f discussion
with colleagues and other learners to link theory
and practice (planned spontaneous)
Tutors and mentors are involved in feedback and
discussion
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Main Conclusions Implications

• Online discussion is different from Face-to-face
  discussion
• Educators and learners may need to develop online
  communication skills, feeling comfortable with
  opening up and challenging each others, and
  develop learning relationships to this end
• Silent Moderate online participants are also
  involved in active construction which may not
  always be visible to others
• Educators need to re-define active participation
  in learning
• Engagement in learning is a deeply personal and
  emotional process Emotions are important
  drivers for learning
• Educators and mentors need a better understanding
  of these process and be both sensitive and
  challenging for individual learner progress

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Main Conclusions Implications (continued)

• Engagement is influenced by feeling of control
  over ones learning
• Course designs work placements need to offer
  more opportunities for learners to
• Negotiate time for learning
• Time for IT access
• Choosing a learning space
• Choosing ways of using the internet resources to
  drive learning
• Technologies for mind-mapping and interactive
  reading
• Both formal and informal social reflection
  opportunities to link theory and practice
• Learning needs to be relevant to actual practice
  and the real world
• Work with practitioners to identify learning
  scenarios that are relevant to current practice
  and will have a positive impact on patient care
• Design activities that are challenging and
  exciting and not repetitive or dull
• Learner needs to be acknowledged for what they
  know and feel involved rather than being preached
  at!

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Conclusion

• As we gain a deeper understanding of how learners
  construe meaning, we can build better learning
  spaces and strategies using appropriate
  technology
• A better understanding of individual learners
  construction calls for input from learners to
  negotiate their learning pathways
• For constructivism to be better understood in
  education, course design and technology need to
  enable and enthuse greater learner involvement
  for choosing and controlling their own learning
  pathways

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thank you

• For further information of the study and past
  conference papers please see http//www.yourlearn
  ing.com

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Example of an Emerging Theme
IT comfort VLE reliance
Negotiating time between work life commitments
Full-time/ part-time/ distance learners
IT Skill/Support
Hospitals/ library/ University/ home
How
Reliance trust
When
Who
Where
IT access e-literacy
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Emotions in learning
Example of an Emerging Theme

• Individual
• social issues
• Choice
• Control
• Power discourses
• Relevance

Pedagogical effectiveness of compulsory
participation
Knowledge of others
Reasoning for Online discussion in Course design
Why not
With whom
Why
Participation in Online discussions
Skills for online communication Clarity,
Language issues Overseas learners needs