Nursing Students’ Experiences of Using Adobe Connect in a First-year Professional Nursing Course

Liz Mary Ditzel, Anna Wheeler

Abstract


This paper reports the survey results of first-year Bachelor of Nursing students’ (n=88) experiences using Adobe Connect in a Professional Nursing course.  Data were analysed using descriptive statistics and themes were coded from responses to open-ended survey questions.  Quantitative data affirmed the learning and teaching benefits of using Adobe Connect and identified areas for improvement.  Qualitative data indicated that accessing and using Adobe Connect from the comfort of home was greatly appreciated.  Negative aspects related to feeling a lack of involvement, and poor digital audio and visual quality, mainly due to Internet delivery problems.  These findings indicate that this technology suits the learning needs of first-year students.  Used in combination with a limited number of face-to-face tutorials, students have the ‘best of both worlds’ – home-based, self-paced learning, access to recorded lectures, adequate peer/teacher contact time and successful course results. 

 

https://doi.org/10.26803/ijlter.16.9.9


Keywords


Adobe Connect; nursing education; e-learning; distance teaching

Full Text:

PDF

References


Bond , C. S. (2009). Surfing or still drowning? Student nurses’ Internet skills. Nurse Education Today, 30, 5. DOI: http://dx.doi.org/10.1016/j.nedt.2009.11.005

Button, D., Harrington, A., & Belan, I. (2014). E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today, 34, 1311-1323. http://dx.doi.org/10.1016/j.netd.2013.05.002

Carter, L. M., & Heale, R. (2010). Teaching undergraduate nursing courses via videoconference: All that glitters is not gold. Journal of Distance Education (Online), 24(2), 109.

a. https://eprints.soton.ac.uk/379854/1/Open%2520access%2520pub%2520All%2520that%2520glitters%2520is%2520not%2520gold.pdf

Cappiccie, A., & Desrosiers, P. (2011). Lessons learned from using Adobe Connect in the social work classroom. Journal of Technology in Human Services, 29, 296-302. http://dx.doi.org/10.1080/15228835.2011.63829

Creedy, D. K, Mitchell, M., Seton-Sykes, P., Cooke, M., Patterson, E., Purcell, C., & Weeks, P. (2007). Evaluating a web-enhanced bachelor of nursing curriculum: perspective of third-year students. Journal of Nursing Education, 46(10), 460-467. http://europepmc.org/abstract/med/17955743

Deltsidou, A., Voltyraki, E. G., Mastrogiannis, D., & Noula, M. (2010). Undergraduate nursing students’ computer skills assessment: A study in Greece. Health Science Journal 4(3), 182-188. http://www.hsj.gr/medicine/undergraduate-nursing-students-computer-skills-assessment-a-study-in-greece.pdf

Englehart, D. (2015). Explorations in online learning using Adobe Connect. International Journal of Teaching and Educational Research, 14(2), 89-110.

Farrell, G. A., Cubit, K. A., Bobrowski, C. L. & Salmon, P. (2007). Using the WWW to teach undergraduate nurses clinical communication. Nurse Education Today, 27(5), 427-435. http://dx.doi.org/10.1016/j.netd

Greenberg, A. (2004). Navigating the sea of research on video conferencing-based distance education. Duxbury, USA: Wainhouse Research.

Hampton, D., Fachie, P. F. P., & Moser, D. K. (2017). Preferred methods of learning for nursing students in an on-line degree programme. Journal of Professional Nursing, 33(1), 27-37. http://dx.doi.org/10.1016/profnurs.2016.08.004

Hampton, D.C., & Keys, Y. (2017). Generation Z students: Will they change our nursing classrooms? Journal of Nursing Education and Practice, 7(4), 111-115. http://dx.doi.org/10.5430/jnep.v7n4p111

Heijstra, T., M., & Sigurõardóttir, M. S. (2017, August 8). The flipped classroom: Does viewing the recordings matter? Active Learning in Higher Education, http://journals.sagepub.com/doi/pdf/10.1177/146978741772317

Kelly, M., Lyng, C., McGrath, M., & Cannon, C. (2009), A multi-method study to determine the effectiveness of students attitudes to online instructional video, for teaching clinical nursing skills, Nurse Education Today, 29(3), 292-300. doi: 10.1016/j.nedt.2008.09.004. ..

Levett-Jones, T. Kenny, R., Van der Riet, P., Hazelton, M., Kable, A., Bourgeois, S., & Luxford, Y. (2009). Exploring the information and communication technology competence and confidence of nursing students and their perception of its relevance to clinical practice. Nurse Education Today, 29(6), 612-616. doi: 10.1016/j.nedt.2009.01.007. Epub 2009 Feb 23.

Milne, T., Skinner, J., & Baird, K. (2014). Survey results of first and second year New Zealand midwifery students’ level of engagement in a flexible delivery programme. New Zealand College of Midwives, 50, 5-10.

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(12), 2287-2296. http://dx.doi.org/10.1111/j.1365-2702.2006.01931.x

O’Neill, K., Singh, G., & O’Donoghue, J. (2004). Implementing e-learning programmes for higher education: A review of the literature. Journal of Information Technology in Education, 3, 313-23. jite.org/documents/Vol3/v3p313-323-131.pdf

Ozkan, M. & Solmaz, B. (2015). Mobile addiction of generation Z and its effects on their social lives. Procedia: Social and Behavioural Sciences, 205, 92-98. http://dx.doi.org/10.1016/sbspro.2013.10.110

Paechter, M. & Maier, B. (2010). Online or Face-to-Face? Students' Experiences and Preferences in E-Learning. Internet and Higher Education, 13(4), 292-297. Retrieved October 1, 2017 from https://www.learntechlib.org/p/108376/.

Torun, E. D. (2013). Synchronous interaction in online learning environment with Adobe Connect Pro. Procedia Social and Behavioural Science, 106, 2492-2499. http://dx.doi.org/10.1016/sbspro.2013.12.286

Wood, F. G. (2016). Where are the faculty? Fulfilling the traditional faculty role at a distance. Journal of Professional Nursing, 32(4), 256-261.http://dx.doi.org/10.1016/j.profnurs.2016.01.009


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493