E learning – engagement, motivation and assessment marks 2/4/2019 6:52 PM E learning – engagement, motivation and assessment marks Background: The changing environment of higher education Technological advances are permeating almost every aspect of modern life including healthcare and education (Koch, 2014). E learning is one of the most significant changes in nursing and midwifery education and has been introduced on a global scale (Button, 2014). Nursing and Midwifery Council (2015) state that midwives should always practice in line with the best available evidence. E learning package to support Evidence Informing Midwifery module – blended learning approach on the undergraduate midwifery 3 year programme. Results Engagement in e learning in the September2014 cohort was significantly less than by those students in February 2014. Almost 50% less time per student engaging with e learning module. However summative assessment marks were higher in the September 2014 despite lower levels of engagement. February intake 55.9% compared to 60.8% for September intake. Starting point Establish the levels of engagement in e learning, is there a correlation between engagement and assessment outcome, gain student feedback from previous intake Intervention Move e learning to early in semester, make it mandatory, discuss importance of engagement in relation to assessment marks to students Outcome Lower levels of engagement however summative assessment marks higher in latest cohort, students did not like the module so early in the semester Conclusion Moving the e learning gave more opportunities to use searching for evidence skills prior to summative assessment for Evidence Informing Midwifery module and other modules and activities running alongside. Different learning set leaders for each cohort who may place a different emphasis on e learning and evidence based learning. Student profiles may differ. September intakes have more students who have recently completed a course of study compared to those starting in February. More in-depth analysis of the student profiles would be recommended Consideration given to how and who teaches the sessions to ensure parity. © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION. Non- traditional students Midwifery students reflect the non-traditional student who do not follow the normal life trajectory of education, work, retirement. Many are returning to education after full time experience in the workforce or after raising a family (Frantzen, 2014). 29% of student midwives enter higher education with non-traditional qualifications (RCM, 2011). Over 85% of student midwives are over the age of 20 (RCM, 2011). References Button, D., Harrington, A. & Belan, I. (2014) E-learning and information communication technology (ICT) in nursing education: a review of the literature, Nurse Education Today, 34, p1311-1323 Cook, D.A., Levinson, A.J., Garside, S., Dupras, D.M., Erwin, P.F. & Montori, V.M. (2008) Internet-based learning in the health professions: a meta-analysis, Journal of the American Medical Association, 300(10), p 1181-1196 Frantzen, D. (2014) Is Technology a One-Size-Fits-All Solution to Improving Student Performance? A comparison of Online, Hybrid and Face-To-Face Courses, Journal of Public Affairs Education, 20(4), p 565-578 Koch, L.F. (2014) The nursing educator’s role in e-learning: A literature review, Nurse Education Today, 34, p 1382-1387 Mitchell, E.A., Ryan, A., Carson, O. & McCann, S. (2007) An exploratory study of web-enhanced learning in undergraduate nurse education, Journal of Clinical Nursing, 16(2), p 2287-2296 Nursing and Midwifery Council, (2015) The Code, London:NMC Regan, J.A. (2003) Motivating students towards self-directed learning, Nurse Education Today, 23, p593-599 Rose, S. (2011) Academic success of nursing students: Does motivation matter? Teaching and Learning in Nursing, 6, p 181-184 Royal College of Midwives (2011) The Royal College of Midwives’ Survey of Student Midwives 2011, London:RCM Sikhwari, T.D. (2014) A study of the relationship between motivation, self concept and academic achievement of students at a university in Limpopo Province, South Africa, International Journal of Educational Sciences, 6(1), p 19-25 Motivation Intrinsically motivated students work to satiate their need for knowledge (Rose, 2011). Highly motivated students show higher levels of academic success and less likely to drop out (Sikhwari, 2014). Motivation is a significant psychological concept in education as there are well established links between learning and performance outcome (Regan, 2003). E learning E learning offers greater flexibility and offers students access to a course at a time and place that is suitable to them. Increased independence, motivation and an ability to learn at their own pace (Cook et al, 2008). Engaging in e learning early in the semester are more likely to achieve better grades (Mitchell et al, 2007). Likely to be highly motivated students. Students have to have the knowledge and ability to operate technology otherwise e learning is not an effective tool (Button, 2014). Clare Beaumont Clare.Beaumont@uwl.ac.uk Midwifery Lecturer, CNMH