Abstract
Within midwifery education, enquiry-based learning is a well-established means of optimising students’autonomous discovery, knowledge acquisition and problem-to-creative-solution design. Similarly, as under-graduates they have an innate relationship with technology, which also serves to enhance their cognitive pro-cessing skills and overall learning gain. Yet in spite of the benefits of technology-infused learning, the healthcare sector reportedly struggles with integrating technology into enquiry-based learning experiences. This paper reports on one rapid application cycle of a motivational design model that aimed to motivationally influence midwifery students’willingness to engage with technology; as a means of optimising their enquiry-based learning experiences. Phase one observes how midwifery students from Northern Ireland, spontaneously used technology during the enquiry-based cycle. Phase two describes how technology was introduced to enhance group learning. Phase three reports on the students’evaluation of the integrated technology. The findings demonstrate that students perceive technology to be a valuable means for discipline-orientated learning.
Original language | English |
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Pages (from-to) | 59-65 |
Journal | Studies in Educational Evaluation |
Volume | 60 |
Early online date | 07 Dec 2018 |
DOIs | |
Publication status | Published - 01 Mar 2019 |
Keywords
- Enquiry-based learning Motivational design Technology ARCS model
ASJC Scopus subject areas
- General Health Professions
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An exploration of educational technologists’ (EdTechs’) professional entanglement within the changing landscape of a higher educational organisation
Birch, M. (Author), Bhatt, I. (Supervisor) & MacKenzie, A. (Supervisor), Dec 2024Student thesis: Doctoral Thesis › Doctor of Education