Technology to enhance the learning process

The study’s findings illustrated that technology had both positive and negative influences on the learning of the students and the way lecturers developed their modules. The issues raised showed a lack of support and the need for adequate training in the use of IT products. Also there was not enough help given by IT departments when the technology did not work. All these issues led to frustration and ultimately reluctance in the use of IT to support learning. Technology allows the lecturer to develop innovative ways to delivering module content, enhancing the learning experience of the students. Students’ and lecturers’ experiences of the use of technology are not always seen as positive as is shown both from the findings of this research and the review of the literature (Bradley et al. 2007, Chen et al. 2009). Lecturers have the potential to benefit from educational technology; therefore if they do not accept its use or the technology fails the user then this is considered an

important issue (Kiraz and Ozdemir 2006). This section will discuss the positive and negative aspects of technology in the learning process in relation to the students’ and lecturers’ experiences of BL.

Currently the school of nursing in which the study took place is undergoing CPPD review. This is resulting in a major move towards the BL approach. There will be a reduced face- to-face element and an increasing use of e-learning. In a competitive market between schools of nursing there is a need to ensure a flexible approach to nurse education (Gould et al. 2007). It was evident from the findings of this study that staff are paying for the modules themselves and doing the module in their own time. It is therefore important to change the way education is offered, thus becoming adaptable and accommodating to the students’ requirements.

BL is not a one-way process of lecturer to student. By its very definition it lends itself to a multiple approach to the process of learning. Laurillard’s (2002) Conversation Framework demonstrated this as can be seen in Diagram 9 (see page 134). Reflection on learning

forms part of this process. Equally feedback is also seen as important. This can all take place outside of the classroom setting. Online discussion forums, seminars and quizzes potentially allow the student to reflect on their learning and to ascertain areas for future development. The lecturer is also in a position to feedback on student progress. The lecturers in the study, however, were not using the website to its full potential.

Technology has a major role in the BL concept. The technology can take a variety of guises outside of the obvious e-leaming idea. Technology used in the classroom, for example, ranges from the high-fidelity simulation of practice to the use of an interactive white board. The findings from this study pointed to issues with training and education in the use of technology enhanced learning. The lecturers in particularly felt unsupported in the development and use of the e-learning platform. It raises the issue that if problems emerge with the use of IT then lecturers and students may become reluctant to use it. Venkatesh and Davis (2000) drew attention to the fact that, despite the advances in technological capabilities, there remains poor usage both in the workplace and in the classroom. They reported that the leading factor in the underutilisation of IT is its

perceived usefulness. They measured this by using a technology acceptance model (Davis 1989 cited in Venkatesh and Davis 2000). They noted that the usefulness was also linked to ease of use of the technology. Studies discussed in the literature review, especially Moore and Gilmartin (2010), Howlett et al. (2011) and Osgerby (2013) commented on the students’ experiences of poorly constructed and inconsistent information via the e-learning sites. This led to frustration and a general reluctance to use the web-sites. Martinez-Torres et al. (2008) stressed that e-learning should be assessed as to its effectiveness and

relevance to the student group and to the lecturers using the system. They commented that if students do not see the value of the e-learning package it is unlikely they will gain any increase in their knowledge and skills. Equally lecturers need to ascertain how effective the enhanced technology is in relation to their modules (Price and Kirkwood 2014). Evaluation

therefore appears to be at the heart of successful implementation and sustainability of e- learning. Laurillard (2002) stated that evaluation must be part of the implementation of any new educational intervention. The idea of ongoing evaluation of the e-learning component of BL was not an issue raised by the participants in my study but perhaps should be a consideration for the lecturers to ensure they are meeting the needs of the students. Venkatesh and Bala (2008) considered ways that would improve user acceptance and perceived usefulness of IT. Whilst their work is not based in nurse education it could be argued that their findings can still be applied to that setting. More importantly their work makes links with the current BL study. Three main areas were deemed instrumental in gaining user engagement: training, organisational support and peer support (Venkatesh and Bala 2008).

Training in the use of the e-learning site was deemed important by all the participants in the BL study. However it appeared that ongoing IT support was not forthcoming. Greater user acceptance and understanding of the importance of using IT can be developed through the use of adequate ongoing training and support (O’Toole and Absalom 2003, Venkatesh and Bala 2008). In many instances new IT is implemented in a top-down approach to educational innovations. The lecturers and students may have little or no involvement in the process. This may possibly lead to negative feelings towards the new system. Often training is not offered early enough and so many feel they are not given any support. The research by Venkatesh and Bala (2008) indicated that this is often the case and in general training usually takes place after implementation of the new technology. Also of note is that the existence of technology does not mean it is actually being used (Kiraz and Ozdemir 2006) as illustrated by the lecturers who referred to their lack of use of technology within the classroom based taught sessions.

To ensure that technology is utilised to its full potential it is essential that the lecturers are involved in the process of implementation. This is the role of the organisation and how it

manages any change. If change is not managed well this can result in the lecturers not using the IT and expressing a reluctance to use it. Venkatesh and Bala (2008) stressed that the organisation has an essential role to play in providing IT support and training to colleagues. They stated that it is for the organisation to provide the appropriate

infrastructure for installation and maintenance of the e-leaming site. This will ultimately ensure sustainability and improve usability of the website. Peer support when using new IT can help others see the potential of the innovation. Informal teaching of how to use the web-site often takes place between peers rather than using formal instruction (Venkatesh and Bala 2008). Learners will help each other with accessing the materials for the module; however the frustration of not being able to access e-leaming materials was to the fore in the findings from my study. Lecturers also commented on the need for greater IT support in writing the e-learning materials and using the e-learning platform (Moodle) correctly. It is important that lecturers and students see the benefits and added bonuses of IT if BL is to be embraced fully. Zhang et al. (2010) in a study of healthcare workers adoption of IT to support patient care found that if the IT was to benefit patient care it was more readily embraced. It was seen as useful by the health care workers. Of note is that the ease of use could potentially affect its full implementation. It could therefore be argued that it is the organisations role to ensure that the perceived benefits of IT are highlighted at the earliest point of its implementation.

Historically and in the future the use of developments of technology will impact on the way knowledge is delivered in higher education. Inevitably technology will be used and it is essential to consider the effectiveness and efficiency of this medium to ensure that it enhances rather than inhibits learning (Duhaney 2004).