Using Lt in five Bachelor of Nursing Cohorts: How's it going so far?

From 2017, our approach to teaching health science to students in semester two of a Bachelor of Nursing degree was transformed using Lt – an online learning platform. Lt allowed us to author lessons where content was frequently broken up by questions and activities. These activities asked students to discuss, test, apply and reflect on their understanding. Prior to this, teaching was traditional, involving a weekly lecture, a laboratory class and homework. In 2018, most theory, laboratory and lectorial content was presented in Lt. Students were instructed to study lessons in Lt, before participating in a laboratory class, followed by a lectorial (an interactive tutorial). Student feedback to the change in module structure was polarised, but more positive than negative. The six cohorts from 2016-2018, had 100 – 150 students each. Student understanding was assessed using 45 and 60 question multiple choice tests and a short answer test. The format and content of these tests were similar across all cohorts. Our changed teaching approach had the greatest impact on short answer test marks. In this assessment the pass rate increased from 49% to 79% and the mean short answer mark increased from 50% to 61%. The overall module pass rate increased steadily from 75% to 86% over six consecutive semesters. The mean module mark also increased from 54% to 63%. This presentation discusses the contribution of our transformed approach to teaching to these improved assessment outcomes

Assessing the impact of a cloud-based learning platform on student motivation and ownership of learning

Has the KuraCloud learning platform increased student motivation and ownership of their learning? Cloud-based educational technologies are used with the expectation that they will assist students to become life-long learners. These technologies give students more control over their learning and this has been shown to motivate them to work harder (Yurco, 2014). This research examines the impact of a recently implemented cloud-based learning platform (KuraCloud) on student motivation and ownership of their learning. All students enrolled in the undergraduate Bachelor of Nursing programme at Wintec will be invited to participate in an online survey. Areas that will be explored to assess motivation include whether students feel more motivated, whether they feel encouraged to seek extra information about topics, and whether their participation is influenced by particular aspects and exercises within the KuraCloud lessons. Areas that will be explored to assess ownership of learning include whether the KuraCloud lessons helped them to learn independently, to problem-solve, and to understand the topic content and the lesson concepts. The research has not been completed yet, but the results will be presented at the conference. It is expected that the results will inform future planning to enhance student motivation and ownership of learning using this technology

Assessing the impact of a cloud-based learning platform on student motivation and ownership of learning

Has the kuraCloud learning platform increased student motivation and ownership of their learning? Cloud-based educational technologies are used with the expectation that they will assist students to become life-long learners. These technologies give students more control over their learning and this has been shown to motivate them to work harder (Yurco, 2014). This research examines the impact of a recently implemented cloud-based learning platform (kuraCloud) on student motivation and ownership of their learning. All students enrolled in the undergraduate Bachelor of Nursing programme at Wintec will be invited to participate in an online survey. Areas that will be explored to assess motivation include whether students feel more motivated, whether they feel encouraged to seek extra information about topics, and whether their participation is influenced by particular aspects and exercises within the KuraCloud lessons. Areas that will be explored to assess ownership of learning include whether the KuraCloud lessons helped them to learn independently, to problem solve, and to understand the topic content and the lesson concepts. The research has not been completed yet, but the results will be presented at the conference. It is expected that the results will inform future planning to enhance student motivation and ownership of learning using this technology

The Impact of the kuraCloud Learning Platform on Student Motivation and Ownership of Learning.

Use of kuraCloud have a positive impact on motivation to learning in 85% of students. Overall 84% of students thought there was an increase (or no change)in their ownership of learnin

The Impact of the kuraCloud Learning Platform on Student Motivation and Ownership of Learning.

Use of kuraCloud have a positive impact on motivation to learning in 85% of students. Overall 84% of students thought there was an increase (or no change)in their ownership of learnin

Positive impact of flipping and blending year one health science of nursing degree

Before 2017, first-year health sciences at Wintec (Waikato Institute of Technology) in Hamilton, New Zealand, was taught traditionally with a weekly lecture, followed by a lab class and homework. That changed in 2017 when the teaching team transformed the mode of delivery to include blended learning and a flipped-classroom approach. This talk will focus on the impact of these changes in five cohorts of semester two nursing students. In particular the modes of delivery before and after these changes, the choices students made in response to these changes, and a summary of student feedback trends that reveal how this change positively impacted the academic achievement results

Transforming health sciebce education through blended learning and a flipped classroom approach.

Abstract for poster presentation at FAOPS 2019 and ADInstruments Teaching Workshop. Author: Ricci Wesselink, Senior Academic Staff Member, Waikato Institute of Technology (Wintec), Hamilton New Zealand. Transforming health science education through blended learning and a flipped-classroom approach From 2017, our approach to teaching health science to students in semester two of a Bachelor of Nursing degree was transformed using Lt – an online learning platform. Lt allowed us to author lessons where content was frequently broken up by questions and activities. These activities asked students to discuss, test, apply and reflect on their understanding. Prior to this, teaching was traditional, involving a weekly lecture, a laboratory class, and homework. In 2018, most theory, laboratory, and lectorial content was presented in Lt. Students were instructed to study lessons in Lt, before participating in a laboratory class, followed by a lectorial (an interactive tutorial). Student feedback to the change in module structure was polarised but more positive than negative. The six cohorts from 2016-2018, had 100 – 150 students each. Student understanding was assessed using 45 and 60 question multiple-choice tests and a short answer test. The format and content of these tests were similar across all cohorts. Our changed teaching approach had the greatest impact on short answer test marks. In this assessment, the pass rate increased from 49% to 79% and the mean short answer mark increased from 50% to 61%. The overall module pass rate increased steadily from 75% to 86% over six consecutive semesters. The mean module mark also increased from 54% to 63%. This presentation discusses the contribution of our transformed approach to teaching to these improved assessment outcomes