OLDER STUDENT PERCEPTIONS OF TECHNOLOGY
BASED LEARNING ASSIGNMENTS

by

Kathleen G. Mastrian RN, PhD
Assistant Professor
The Pennsylvania State University
Shenango Campus
kgm1@psu.edu

Dee McGonigle RNC, PhD, FACCE
Associate Professor
The Pennsylvania State University
New Kensington Campus
dxm12@psu.edu



Results (continued)


Overall, students perceived that learning was positively affected by the computer-based assignments, with 41 positive comments and 13 negative comments. Fourteen students indicated that learning was enhanced, and three said they felt better able to see both sides of an issue. Others indicated that they were motivated, challenged, and surprised by the amount of learning that took place. Four indicated that they became obsessed with mastering the computer (e-mail and the World Wide Web), and two said they felt that the electronic assignments interfered with learning. Two students believed that learning was slowed at first until their computer skills improved. Four students commented that the lack of a paper copy of assignments scared them until they realized that they could print them.

Students identified 48 advantages and 32 disadvantages of the electronic assignments. The most common advantage identified was convenience (nineteen), because students could work at home or anytime during the week that the lab was open. Several students had home computer systems but did not know how to use e-mail or the World Wide Web. Three students purchased home systems during the course. Five students indicated that the assignments were easier to complete electronically. Three said the collaboration was a confidence builder, and three said they believed they were encouraged to think independently. Other advantages identified were self-pacing of assignments, self-motivation, increased interaction, and collaboration.

The two most frequent disadvantages cited were worry over whether messages sent had been received (eight) and group members' tardy contributions to collaborative work (eight). Five students perceived that interaction was impersonal, and two cited the lack of immediate feedback as a disadvantage. Other disadvantages were lack of typing skills (two), lack of a home system, and the need to print.

In response to the question about recommended change in the course, 28 students identified the need for a computer introduction course in the nursing curriculum. Ten students suggested extending lab hours to the weekends. Four respondents said students should be warned ahead of time what to expect in the course. Three suggested being allowed to form their own work groups, and three suggested more individual assignments. One student wanted a mechanism to "divorce" an ineffective group. Finally, several students wished for more control over faulty disks (three), overloaded computer networks and servers (four), power failures, and computer breakdowns.


Discussion and Conclusions

Results of the survey of student perceptions of technology-based active and collaborative learning assignments indicate a successful course experience. Students were actively engaged in their learning and were challenged by the course. Initial fears and frustrations were overcome and students believed that learning was enhanced. Several students wrote thank-you notes because they had learned about nursing and mastered technology all at the same time.

In summary, we recommend the use of technology-based active and collaborative learning assignments. However, we caution that professors need to be prepared for a challenge themselves. Introducing novices to technology and supporting them as they learn can be frustrating and labor-intensive initially. In addition, it is important to design the assignments so that the nursing content is not overtaken by the demands of technology. We built from a simple individual e-mail posting to the class, to collaborative discussions and group responses, and World Wide Web searches for information. We made certain that students used traditional library resources as well as electronic sources as they developed and supported their responses.

The students' voluntary responses describing their perceptions enhance the richness of the data while providing valuable information to guide future research initiatives. In order to develop an effective model for integrating active and collaborative learning into nursing education, further investigation is required. Studies must be designed to qualitatively and quantitatively explore learning outcomes of nursing students exposed to these integrative and interactive learning modalities. We are in the process of designing technology-based assignments to support concept mapping in the nursing research course and problem-based learning in the medical surgical nursing courses. In addition, we are designing research studies to assess student learning as a result of these innovations.


The authors gratefully acknowledge the support of the Center for Learning and Academic Technology (CAT) of the Pennsylvania State University, University Park, Pennsylvania.