How can students contribute? A qualitative study of active student involvement in development of technological learning material for clinical skills training

Haraldseid, Cecilie; Friberg, Febe; Aase, Karina

doi:10.1186/s12912-016-0125-y

Cited by 25 publications

(26 citation statements)

References 46 publications

(45 reference statements)

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“…Research have documented student-generated video activities with no flipped learning settings primarily in the science and business disciplines. Surveys show different positive impacts (teamwork, communication, satisfaction) of podcasting in engineering (Alpay & Gulati, 2010), information technology (Bolliger & Armier, 2013), and nursing (Haraldseid, Friberg, & Aase, 2016). Likewise, student responses indicated increased perceived learning (Alon and Herath, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Using Student-Created Content Videos in Flipped Learning to Enhance Student Higher-Order Thinking Skills, Engagement, and Satisfaction

Annan¹,

Onodipe²,

Stephenson³

2019

JESP

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Student-created content videos in flipped learning environment provides a new methodology for teaching and learning. This study examined effect of student-created content videos in statistics flipped classroom on students' higher-order thinking skills, engagement, and satisfaction. Explorative qualitative study was conducted using data from students' surveys and tests from integrated and non-integrated student-created video flipped classrooms to measure students' higher-order thinking skills, student engagement and satisfaction. Interviews and notes were conducted to support the data. A randomized controlled trial was implemented to examine the impact of student-created content videos on students' higher-order thinking skills, engagement and satisfaction. The findings revealed that flipped learning with student-created content videos is effective in increasing students' higher-order thinking skills, engagement, and satisfaction. The study posited that students who created their own content videos had more autonomous learning that satisfied their needs, freedom, and satisfaction. Also, those students were more engaged in their learning process and therefore became good and successful learners, consequently achieved high grades.

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Section: Literature Reviewmentioning

confidence: 99%

Using Student-Created Content Videos in Flipped Learning to Enhance Student Higher-Order Thinking Skills, Engagement, and Satisfaction

Annan¹,

Onodipe²,

Stephenson³

2019

JESP

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“…The lecturer has the overall responsibility and should review the resources that are produced (Croft et al, 2013). With adequate control, the new material is often of high quality (Croft et al, 2013, Loch and Lamborn, 2016, Haraldseid et al, 2016. Projects with complete redesign report higher student satisfaction and performance at least as good as in previous editions of the course (Mihans et al, 2008).…”

Section: Student-teacher Relationshipsmentioning

confidence: 99%

“…Examples of students designing course material or collaborating in course design are available from several disciplines, for example, educational science (Mihans et al, 2008), engineering (Alpay and Gulati, 2010), mathematics (Croft et al, 2013, Loch andLamborn, 2016), law (Hess, 2008), nursing (Haraldseid et al, 2016), and natural science (Woolmer et al, 2016). From these examples, we extracted four common themes that are expanded in more detail below: inclusion and selection, institutional support, student-teacher relationships, and practical results.…”

Section: Introductionmentioning

confidence: 99%

Working as Partners: Course Development by a Student–Teacher Team

Bengtson

Ahlkvist

Ekeroth

et al. 2017

ij-sotl

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A first-year undergraduate course at Uppsala University has been redesigned in a process exploring different levels of student participation. In the first part of the project, the student voice was heard through interviews focusing on the role of the course in the degree program. In the second part, a student-teacher team was formed to develop course curriculum and teaching material in partnership. Among the implemented changes were new seminars focusing on conceptual understanding, redesign of all lectures to include active student participation, and a change of the course literature. The redesigned course significantly increased student satisfaction compared to previous years. Important success factors were involvement of the student organization to promote the project, institutional support, early selection of concrete development tasks, and allowing team members to choose what they wanted to develop according to their own expertise. Keywords Student engagement, Course curriculum, Student voice, Students as partners Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Cover Page FootnoteWe thank Maja Elmgren for continuous support and helpful comments on the manuscript, and Felix Ho for auditing a project meeting and gathering reflections from project members. We would also like to thank Johan Wickström, Ulrike Schnaas, Susanna Barrineau and Alexis Bergström for helpful discussions. Financial support was obtained from a TUFF pedagogical development grant from the Disciplinary Domain of Science and Technology, Uppsala University. A first-year undergraduate course at Uppsala University has been redesigned in a process exploring different levels of student participation. In the first part of the project, the student voice was heard through interviews focusing on the role of the course in the degree program. In the second part, a student-teacher team was formed to develop course curriculum and teaching material in partnership. Among the implemented changes were new seminars focusing on conceptual understanding, redesign of all lectures to include active student participation, and a change of the course literature. The redesigned course significantly increased student satisfaction compared to previous years. Important success factors were involvement of the student organization to promote the project, institutional support, early selection of concrete development tasks, and allowing team members to choose what they wanted to develop according to their own expertise.

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“…There were practical reasons for choosing this scenario since it were developed using active student involvement in a previous study. [23] The data included seven videos, from seven different groups (ranging from 20 to 33 minutes), totaling 221 minutes.…”

Section: Data Materialsmentioning

confidence: 99%

Variability among groups of nursing students’ utilization of a technological learning tool for clinical skills training: An observational study

Haraldseid

Aase

2017

JNEP

Self Cite

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Background and objective: The use of technology has become the norm in nursing education. While technology has opened up for more flexible, active, student-focused teaching methods, its introduction has also brought challenges regarding its use and implementation. Recent literature has concentrated on how to best implement technology, but little attention has focused on observing student practices during technology use. Therefore, it is unknown how to optimize technology use within clinical skills training. The objective of this study was to investigate how groups of nursing students utilize a technology-based learning tool. Methods: An observational study with an exploratory design was implemented using video recordings as the data material. Results: The results indicated a high level of variability in nursing students' performance and ability to utilize a technological tool while working in groups. The variability during clinical skills training was associated with four factors: level of competence, motivation to learn, role clarification, and collaborative problem-solving skills. Conclusions: The results of the study indicated variability in groups of nursing students' ability to employ a technological tool during a selected procedure-namely, wound care and dressing. These findings suggest that a set of implications for faculty members should be developed. Specifically, staff and students should be prepared prior to using technology by focusing on group dynamics, group composition, development of collaborative problem-solving skills, and role modeling.

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How can students contribute? A qualitative study of active student involvement in development of technological learning material for clinical skills training

Cited by 25 publications

References 46 publications

Using Student-Created Content Videos in Flipped Learning to Enhance Student Higher-Order Thinking Skills, Engagement, and Satisfaction

Using Student-Created Content Videos in Flipped Learning to Enhance Student Higher-Order Thinking Skills, Engagement, and Satisfaction

Working as Partners: Course Development by a Student–Teacher Team

Variability among groups of nursing students’ utilization of a technological learning tool for clinical skills training: An observational study

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