On-Demand Lecturers in a Medication Calculation Course in the Bachelor’s Degree in Nursing Program: A Quantitative Study

Kristin Hjorthaug Urstad, Bjørg Frøysland Oftedal, Brynjar Foss

Abstract


Abstract

On-demand lectures are a common learning tool at institutions around the world and are highly valued by students. However, less is known about how this digital resource is implemented in students’ strategies of learning. Exploring the students’ user log data for on-demand lectures would be a valuable contribution to the research in this area.

Aim: The aim of this study is to identify nursing students’ use of on-demand lectures in a medication calculation course by exploring the students’ user logs.

Design: The study has a descriptive, quantitative design. All data were collected from a Mediasite server log. The 22 on-demand lectures covered all relevant medication calculation topics and lasted an average of 7.5 minutes. The on-demand lectures were presented as supplemental tools to traditional learning methods. A total of 48 students used the on-demand lectures and were included in the study.

Results: The average watching time for each lesson was 2 minutes and 18 seconds less than the full length of the lecture. The average number of views per lecture was 24.6, ranging from 2 to 53. The average number of students watching each lecture was 15, ranging from 2 to 29. The active user group (students using the on-demand lectures more than once, n=27) spent on average 1 hour and 38 minutes on the lectures spread over 4.1 days.

Discussion/Conclusion: The results show that most of the students spent a significant amount of time using the on-demand lectures. The diversity in use of the on-demand lectures suggests that students select topics based on their individual needs. This option of tailoring content to individual needs is clearly one of the benefits of on-demand lectures. Based on the students’ selective use of the on-demand lectures, we assume that these lectures do not replace, but On-demand lectures are a common learning tool at institutions around the world and are highly valued by students. However, less is known about how this digital resource is implemented in students’ strategies of learning. Exploring the students’ user log data for on-demand lectures would be a valuable contribution to the research in this area. Aim: The aim of this study is to identify nursing students’ use of on-demand lectures in a medication calculation course by exploring the students’ user logs. Design: The study has a descriptive, quantitative design. All data were collected from a Mediasite server log. The 22 on-demand lectures covered all relevant medication calculation topics and lasted an average of 7.5 minutes. The on-demand lectures were presented as supplemental tools to traditional learning methods. A total of 48 students used the on-demand lectures and were included in the study. Results: The average watching time for each lesson was 2 minutes and 18 seconds less than the full length of the lecture. The average number of views per lecture was 24.6, ranging from 2 to 53. The average number of students watching each lecture was 15, ranging from 2 to 29. The active user group (students using the on-demand lectures more than once, n=27) spent on average 1 hour and 38 minutes on the lectures spread over 4.1 days. Discussion/Conclusion: The results show that most of the students spent a significant amount of time using the on-demand lectures. The diversity in use of the on-demand lectures suggests that students select topics based on their individual needs. This option of tailoring content to individual needs is clearly one of the benefits of on-demand lectures. Based on the students’ selective use of the on-demand lectures, we assume that these lectures do not replace, but rather supplement, traditional lectures.rather supplement, traditional lectures.


Keywords


education; e-learning; mobile learning

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References


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