The impact of COVID 19 restrictions on Australian nurse academics attitudes to technology : a survey of technology readiness index 2.0
- Browning, Mark, Banik, Biswajit, Bourke, Sharon, Abdelkader, Amany, Anish, Ligi, Muduwa, Miriam
- Authors: Browning, Mark , Banik, Biswajit , Bourke, Sharon , Abdelkader, Amany , Anish, Ligi , Muduwa, Miriam
- Date: 2023
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 71, no. (2023), p.
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- Description: Aim: This study aimed to determine the attitude of Australian nursing lecturers to the use of technology applied to the teaching and learning of nursing students. Background: The use of technology in teaching was accelerated in reaction to the COVID-19 restrictions whereby measures, including social distancing and lockdowns, forced many higher education courses to transition online. Lecturers play a key role in the integration of technology in teaching, as it is the lecturer, not the technology, who facilitates the students’ learning experience. Design: A cross sectional survey design was used for this study, distributed from April to June of 2022. The purpose of the survey was to gather technology readiness data (via the TRI 2 questions) and descriptive data representative of the nursing academic population in Australia. Results: There was no statistically significant differences between participants based on demographic data (such as gender or age). There was an association between TRI 2 score and: the sum of elearning technologies engaged with; the frequency of engagement with technology and self-rated confidence with elearning. Of note were statistically significant differences of TRI between states/territories. Finally, there was an inverse relationship between the impact of COVID-19 restrictions and TRI 2 score. Conclusion: The study found that there was significant variation between states/territories and self-reported impact of TRI. Given that increased frequency and increased number of technologies engaged with are associated with technology readiness the variation between states/territories lockdowns which required engagement with technology, may have had an impact on the nursing academics attitude to technology. Importantly, this study found those who were highly technology ready found COVID-19 restrictions had less impact on them, suggesting that technology readiness may have assisted their transition to online learning. © 2023 The Authors
- Authors: Browning, Mark , Banik, Biswajit , Bourke, Sharon , Abdelkader, Amany , Anish, Ligi , Muduwa, Miriam
- Date: 2023
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 71, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Aim: This study aimed to determine the attitude of Australian nursing lecturers to the use of technology applied to the teaching and learning of nursing students. Background: The use of technology in teaching was accelerated in reaction to the COVID-19 restrictions whereby measures, including social distancing and lockdowns, forced many higher education courses to transition online. Lecturers play a key role in the integration of technology in teaching, as it is the lecturer, not the technology, who facilitates the students’ learning experience. Design: A cross sectional survey design was used for this study, distributed from April to June of 2022. The purpose of the survey was to gather technology readiness data (via the TRI 2 questions) and descriptive data representative of the nursing academic population in Australia. Results: There was no statistically significant differences between participants based on demographic data (such as gender or age). There was an association between TRI 2 score and: the sum of elearning technologies engaged with; the frequency of engagement with technology and self-rated confidence with elearning. Of note were statistically significant differences of TRI between states/territories. Finally, there was an inverse relationship between the impact of COVID-19 restrictions and TRI 2 score. Conclusion: The study found that there was significant variation between states/territories and self-reported impact of TRI. Given that increased frequency and increased number of technologies engaged with are associated with technology readiness the variation between states/territories lockdowns which required engagement with technology, may have had an impact on the nursing academics attitude to technology. Importantly, this study found those who were highly technology ready found COVID-19 restrictions had less impact on them, suggesting that technology readiness may have assisted their transition to online learning. © 2023 The Authors
- Authors: Javidan, Fatemeh
- Date: 2021
- Type: Text , Conference paper
- Relation: 9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference: Engineering Education Research Capability Development, REES AAEE 2021, Perth, Australia, 5-8 December 2021, 9th Research in Engineering Education Symposium and 32nd Australasian Association for Engineering Education Conference, REES AAEE 2021: Engineering Education Research Capability Development Vol. 1, p. 282-289
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- Description: CONTEXT As its name suggests, peer assessment involves each student to take active part in providing feedback and in some cases, evaluation of the learning outcome of their peers. Peer assessment can introduce several advantages to the learning process such as increasing the student motivation, critical thinking and development of qualitative and quantitative arguments. This research proposes a peer assessment method for computational-based assignments and describes the process of implementing it in an online “Structural Analysis” subject. PURPOSE OR GOAL Some experts have criticised peer assessment procedures and questioned the ability of students to provide reliable evaluation. There are concerns raised in the literature on the usefulness and reliability of student peer reviews including inconsistency in the feedback and quantitative assessment marks. This study aims to implement an online tool to increase the engagement and partnership of students in the virtual environment and replace some of the lengthy computational processes with computer-based tools. The goal of the proposed method is also to increase the reliability of peer assessment activity by providing evidence-based evaluations. APPROACH OR METHODOLOGY/METHODS The design of the peer assessment task has been implemented in a second year “Structural Analysis” subject on the topic of “Analysing Indeterminate Structures”. The delivery of this task was examined in a methodological approach as well as an executional approach. In the methodological approach, benefits were investigated, and comparison was made with previous peer-assessment procedures. The execution of this task which includes a combination of manual calculations and computer methods is outlined using available LMS tools. ACTUAL OR ANTICIPATED OUTCOMES The method proposed in this study introduces benefits to student learning and engagement in theoretical computational-based topics. This method is built on suggestions to mitigate some of the downsides of peer assessment reported in previous literature. For instance, to escape the double volume of computational effort, to reduce the reluctancy of students and to eliminate the potential errors they make in evaluating the computational work of their peers, the assessment phase is proposed to be done using a “Structural Analysis” computer software. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Online peer assessment combining theoretical methods and computer-based approaches has provided a means to overcome some of the shortcomings traditionally associated with this approach. These improvements include an increase in the level of consistency and reliability of peer-assessment results compared to traditional approaches. The implementation of the method also shows approximately 25% increase in student active participation. Copyright © Fatemeh Javidan, 2021.
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