We investigated the effectiveness of reusable learning objects (RLOs) when delivered in a workshop or released for self-study with groups of student-nurses studying chemistry. Analysis of examination results showed that the proportion of students answering chemistry questions correctly increased significantly in both the workshop and selfstudy cohorts following the introduction of the RLOs. In terms of the factors that supported learning, students rated functional characteristics, such as universal availability and control over learning, as more important than media characteristics, such as audionarration and interactivity. There was no correlation between ratings and the age of the respondent, their computer confidence or whether they studied alone or in the workshop. Similarly, design differences between individual RLOs did not appear to detract from learning. Data suggest that the sense of control and ownership of the learning process that RLOs afforded to the learners were the keys to their effectiveness. By reporting the attainment of study cohorts compared with non-intervention groups, exploring differential learning-contexts for RLO use and by providing empirical evidence of reuse, the study provides evidence which is underreported in the literature despite the wide uptake of learning object format.

The open educational resource (OER) movement has the potential to have a truly transformative effect on higher education, but in order to do so it must move into the mainstream and facilitate widespread participation in the sharing or creating of resources and in their reuse. To help in this process, experience can be gained from projects and initiatives which have acted as forerunners to this movement. Here we present the experiences gained and lessons learnt from one such project based around the open sharing of reusable learning objects in health sciences education. In particular we share our experiences of reuse, its patterns, measurement, drivers, barriers, and tools designed to balance the pedagogical tensions between use and reuse. Like many in the OER movement we promote an emphasis on the role of community-building. We also argue that in order to produce materials that are worth sharing, value must firstly be placed on developing materials suitable for primary use, including robust evaluation and an alignment to real-world learning needs. Lastly, unlike the prevailing trends in OER we urge a consideration of quality assurance and outline the role that it can play in promoting sharing and reuse.

BackgroundStudents regard biological science as one of the most difficult components of the nursing curriculum. However, a good understanding of this area is essential for effective nursing practice. The aim of this study was to explore nursing students’ perceptions of the usefulness of supplementary biology podcasts for their learning.MethodsBiological science podcasts (n = 9) were made available to first-year nursing students (n = 189) as supplementary learning tools. On completion of their first year, students were asked to complete a survey which investigated the frequency of their podcast use, reasons for use and their perception of the usefulness of podcasts as a learning tool. 153 of these students participated in the survey study (80.9%). Two focus groups were conducted with students (n = 6) to gain a detailed understanding of student experiences of the usefulness of the podcasts for their learning.ResultsSurvey data demonstrated that most students (71%) accessed at least one podcast. The majority of students who reported accessing podcasts agreed that they were useful as learning tools (83%), revision aids (83%) and that they helped promote understanding of course materials (72%). Focus group participants discussed how they found podcasts especially useful in terms of revision. Students valued being able to repeatedly access the lecture materials, and appreciated having access to podcasts from a range of lecturers. Focus group members discussed the benefits of live recordings, in terms of valuing the information gleaned from questions asked during the lecture sessions, although there were concerns about the level of background noise in live recordings. Lack of awareness of the availability of podcasts was an issue raised by participants in both the survey component and the focus groups and this negatively impacted on podcast use.ConclusionsNursing students found the availability of biology podcasts helpful for their learning. Successful implementation of these tools to support learning requires teaching staff to understand and promote the importance of these tools.