Conference Proceedings - School of Nursing & Midwifery - Trinity ...

School of Nursing & Midwifery, Trinity College Dublin: 8 th Annual Interdisciplinary Research Conference
Transforming Healthcare Through Research, Education & Technology: 7 th – 9 th November 2007
Conference Proceedings
MCQ exam. In addition to the learning material, the students can
use a number of course tools. These include a glossary of biology
words, chat rooms, and a calendar.
Assessment
At the end of the first and third term, the first year students are
examined in biological sciences using multiple choice question
(MCQ) format with no negative marking, and short answer written
format. Both exams comprise knowledge based questions (not case
histories or problem solving). The students are examined on the
lecture, tutorial and relevant online learning material. The students
must pass the first year biology course to progress to year two.
Aim of Study
This study aimed to evaluate the utilisation of this directed selflearning
online component and to determine if the use of the elearning
component improved results.
Methodology: There were two methods used in the collection of
the data. Student results and utilisation of the e-learning
component were collated from the school database. This data was
analysed using SPSS version 14. An anonymous questionnaire was
also developed. Through the use of closed questions the
questionnaire recorded student mode of entry, speciality, use of the
course material, computer skills and reasons for poor usage of the
e- learning component . At the end of the questionnaire there was
an open question inviting further comments on reasons for poor
usage. Of a class size of 202 there was a 50% response rate. The
open questions were manually thematically collated and analysed.
Results and discussion: Findings from the questionnaire showed
that the majority of students reported usage levels below those
recommended by lecturers for the course. Qualitative analysis of the
survey highlighted lack of time as a major factor, together with
access issues and a preference for other study materials. Usage of
the e-learning component when correlated against exam results was
found to be significant at the 0.01 level.
Conclusion: This study showed that the use of the e-learning
component was a factor that significantly influenced student results.
To maximise the effectiveness of this teaching tool, there is a need
to address the barriers students have to its usage.
We would like to thank the First year nursing students for their
participation in this study
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