Motivating midwifery students to digitalise their enquiry-based learning experiences: An evaluative case study

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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 languageEnglish
Pages (from-to)59-65
JournalStudies in Educational Evaluation
Volume60
Early online date07 Dec 2018
DOIs
Publication statusPublished - 01 Mar 2019

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Midwifery
Learning
Students
Technology
learning
experience
student
Northern Ireland
Health Care Sector
knowledge acquisition
graduate
Education

Keywords

  • Enquiry-based learning Motivational design Technology ARCS model

Cite this

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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.",
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