Session 2E - Paper 2
Recommendations following the development of a reusable learning object to support biological science teaching
Maggie Tarling – City, University of London, School of Health Sciences, Nursing
The use of e-learning and blended learning has expanded in higher education and systems are becoming more complex. The challenge is developing electronic resources that are good quality, effective and specific to the learning needs of students. The lessons learnt from this project are transferable and relevant to teaching and learning in higher education.
Traditionally nursing students find learning biological sciences problematic in foundational years (McKee 2002; Maniasa and Bullock 2002) and despite work in this area the problem still remains (Meechan et al, 2011). Nursing students find biological science text books bewildering, as the depth and breadth of information available in such texts although suitable for medical students, frequently exceeds the requirements of nurses.
The need for this project has been directly informed by student feedback from King’s College London Faculty of Nursing. Feedback from a large student cohort (108 students - 63 % response rate) found that that more than twice the amount of students preferred the in-house produced materials compared to Wiley plus© (54% Vs 24%). RLOs have been previously evaluated positively by healthcare students (Blake, 2010) and the aim of the project was to develop specific Reusable Learning Objects (RLO) that could be accessible to support teaching of biological sciences across undergraduate and post-graduate programmes and to develop recommendations for the development of RLOs.
The project was collaboration between students, lecturers, and an in-house e-learning developer. The lessons learnt from the process of the development and delivery of one RLO will be presented.
Blake H (2010) Computer-based learning objects in healthcare: The student experience. International Journal of Nursing Education and Scholarship. 7(10): 1 – 15.
Maniasa E and Bullock S (2002) The educational preparation of undergraduate nursing students in pharmacology: perceptions and experiences of lecturers and students. International Journal of Nursing Studies. 39: 757–769.
McKee G (2002) Why is biological science difficult for first year nursing students. Nurse Education today. 22: 251 – 257.
Meechan R, Mason V, Catling J (2011) The Impact of an Integrated Pharmacology and Medicines Management Curriculum for Undergraduate Adult Nursing Students on the Acquisition of Applied Drug/pharmacology knowledge. Nurse Education Today 31(4): 383-389.