How do nurses engage in online learning?

1. How do nurses engage in online learning? shalni gulati city university (department of continuing education) s.gulati@city.ac.uk

2. Popular Online Pedagogy in Formal Higher Education Input: Course design Lecture and reading material Website links Interactive online quizzes Online collaborative / individual activities Process Individual Reading Interactive online quizzes Participation in asynchronous online Discussions and collaborative tasks Output Complete the required tasks including: Essays Projects Participation in online discussions This linear learning sequence assumes the same input-output model for knowledge construction. It assumes that all learners engage in the same learning processes to achieve the given outcomes. Here the emphasis is on learning processes and outcomes that are visible and can be assessed by the tutor.

4. Qualitative Research Sample (nurses) • Voluntary invitation from post graduate & post registration nurse learners: • 3 RGNs on a post-registration online course with monthly f2f workshops; course uses PBL approach • 4 (science graduates) student nurses on a ‘blended-mode’ postgraduate diploma in nursing; course uses P/EBL approach for inter-professional learning with medical students • 1 (postgraduate) nurse trainer on a MSc in Adult Education with two online modules on e-tutoring; course uses a discursive approach on tutor-defined topics • 21 additional participants from PG courses in business, digital entrepreneurship, online tutoring, adult education, geographic information, information science

5. Research Methodology • Constructivist Paradigm (How do learners engage with online learning?): Personal Construct Theory (Kelly 1970) • Shalni : • Eliciting elements • What are the different things you did to learn in your online course?

6. 1st Interview a) Eliciting Elements • What are the different things you did to learn in your online course?

7. e1 Access internet for databases & websites This gives me a variety of formats for learning Interactive learning (with the computer) This keeps me awake & it is not boring Answer is more instant e2 Email tutor at City; e3 Read the online discussions This gives me text for my learning Linear learning (with people) Sometimes boring Answer is delayed Eliciting Constructs • Does JA a silent participant feel she can rely on herself more than others for her learning? • Does she gain more from self-learning? • Why does she feel learning with other people is boring and linear? • Is there a deeper construct of control and self-reliance that influences her decision not to participate in online discussions?

8. c) The Repertory Grid

9. Elements My active learning: I have the control and feel open to learning E5 Go to university library E3 Read the online discussions E12 Learning on my own (alone: no one else to discuss with) E11 Search for answers on my own E13 Manage time for study & work E1 Access internet databases & websites I prefer to be an independent learner E2 Email tutor at City E13 Manage time for study & work E9 Reading the case studies (PBL problems increasing all the time) Time managementaround work E14 Think & critically analyse for essays E11 Search for answers on my own E3 Read the online discussions E15 Dealing with computer malfunction E7 3day workshops with the tutors Material organisationof my learning: Experts are important here Mental organisation of my learning: I do this on my own Flexibility& variety are good Others are reliable E16 Emailed assignments to tutor for feedback E6 Download, photocopy & order articles E7 3 day workshop with tutor E10 reading the links provided by the tutor Relying on others is Passive learning I feel a loneliness in the group; feel less open to express; Less my control Reliance on others? E8 Relying on mentors & colleagues for questions in the course E4 Email friends on the course Others are not reliable

10. Pc12b Theory learning Pc16b I did not feel isolated Pc18b Getting in-depth picture of what I am learning Pc15a This is what I want Pc4b This keeps me awake it is not boring Pc17a This is good management of my time Pc13a More applicable & satisfactory Pc8a I can rely on this for my learning Pc9a This is under my control Pc5b Answer is more instant Pc3b Interactive learning with the computer Pc14a No disturbance and interruption in my learning Pc1a I am getting information here Pc7a More important for my learning Constructs I feel free & open to share with others High self-reliance May be due to My past school Experiences My internal locus of control is strong Pc6b I can share my learning with others Pc2b This gives me a variety of formats for my learning Pc18b Getting an in-depth picture of what I am learning Theoretical learning easy access to resources & opportunity Pc10a I rely on others Pc11a Unsupportive and discouraging for my learning Pc8b I can’t rely on this for my learning Pc9b Control is dependent on others Variety engages me Pc10b I rely on my time Pc11b Very supportive for my learning Pc8a I can rely on this for my learning Pc9a This is under my control Others have the control Linear learning is boring Pc2a This gives me text for my learning Pc18a Administrative process (of managing time) for my learning I have the control Practical learning may have limited access to resources Pc15b This is less focused Pc4a Sometimes boring Pc17b This is poor management of my time Pc13b Less applicable Pc8b I can’t rely on this for my learning Pc9b Control is dependent on others Pc5a Answer is delayed Pc3a Linear learning with people Pc14b This can distract me Pc1b I am sending information here Pc7b Less important for my learning Pc6a I have no opportunity to share my learning with others Pc12a Practice oriented learning Pc16a I felt isolated sometimes Pc18a Administrative process (of managing time) for my learning External locus of control is weak I don’t feel free & open to share with others

11. Pc12b Theory learning Pc16b I did not feel isolated Pc18b Getting in-depth picture of what I am learning Pc15a This is what I want Pc4b This keeps me awake it is not boring Pc17a This is good management of my time Pc13a More applicable & satisfactory Pc8a I can rely on this for my learning Pc9a This is under my control Pc5b Answer is more instant Pc3b Interactive learning with the computer Pc14a No disturbance and interruption in my learning Pc1a I am getting information here Pc7a More important for my learning JA  CONTROL Pc6b I can share my learning with others e9 e13 e12 FLEXIBILITY e1 Pc2b This gives me a variety of formats for my learning Pc18b Getting an in-depth picture of what I am learning e5 e11 e3 FREEDOM & OPENESS Pc10a I rely on others Pc11a Unsupportive and discouraging for my learning Pc8b I can’t rely on this for my learning Pc9b Control is dependent on others e14 e2 e10 Pc10b I rely on my time Pc11b Very supportive for my learning Pc8a I can rely on this for my learning Pc9a This is under my control e6 MOTIVATION e16 RELIANCE e7 Pc2a This gives me text for my learning Pc18a Administrative process (of managing time) for my learning Pc15b This is less focused Pc4a Sometimes boring Pc17b This is poor management of my time Pc13b Less applicable Pc8b I can’t rely on this for my learning Pc9b Control is dependent on others Pc5a Answer is delayed Pc3a Linear learning with people Pc14b This can distract me Pc1b I am sending information here Pc7b Less important for my learning e15 e8 e4 Pc6a I have no opportunity to share my learning with others Pc12a Practice oriented learning Pc16a I felt isolated sometimes Pc18a Administrative process (of managing time) for my learning 

12. I value and trust experts input I gain from Organisational support (JA) Me & my learning space Low reliance on others Personal organisation Self-reliance Others are Not always Receptive To me Others control My control I sometimes Lack confidence To say things In the open A silent online discussion participant Reading online discussions is beneficial to gain different perspectives and web-links. My participating in online discussions may not yield a reply. It will therefore be an incomplete process of my learning

13. An active online discussion participant My learning space Personal management of learning & responsibilities to others are interlinked entities Tutor presence during online communication reduces opportunities for building ideas through informal social engagement Others are key in helping to identify gaps in her thinking thus enabling critical thinking and construction Trust in the internet and others is key to the initiating choice of learning goals and ongoing evolution of goals and development of learning focus All learning processes are with others in mind and have a mix of formal and informal learning and are a fluid process

14. A moderate online discussion participant My aim is gain control through questioning, before accepting something as personal knowledge I do not trust WebCT communication It is being watched by the University. It has proved to be an unreliable tool for my learning Resources for my learning: Learning material and People TRUST Is A Dr i ver Others (like resources) are involved when I need confirmation/ feedback on my critical interpretation Questioning is driven by my need to question trust in a source (or people). The process helps me gain internal control I may or may not trust a source/people (conscious or subconscious) My natural learning method is through critical construction (conscious and subconscious process) My learning is the result of control trust in people and resources

15. So, how do nurses engage in online learning? • Control is an important dimension which may affect how one involves others in one’s learning • The internal and external locus of control may vary between individuals Is influenced by their past learning experiences & personal life context Is influenced by course design Is influenced by opportunities to make choices for one’s learning pathway Is influenced by practical (clinical) experiences Is influenced by Access to resources, peers and mentors Is influenced by opportunities to link theory and practice

16. Emerging Themes • IT access & E-literacy • IT Access (where & when) • E-literacy (how) • VLE Reliance & Online discussions (trust) • Learning space- Influenced by: • Opportunities to link theory & practice • Preferences for personal engagement • Online & in isolation (JA) • Online & with others (BW) • Offline & in isolation (CD) • Offline & with others (CL) • External motivators and triggers for learning (library, home, practice setting) • to regain control over ones learning time and space

17. Emerging Themes • Accessing & Assessing resources online • The beginning of knowledge construction (influenced by IT comfort & trust in IT) • Using the internet as the driver of learning focus and goals • Using own learning goals as driver to find resources online • Using online resources to gain multiple perspectives & multiple for healthcare education practice • Reading offline: Learning on my own? • Cost of printing (a hindrance) • ‘Interactive’ reading offline: processes of meaning making (analysis/deconstruction) • Linking reading to learning goals (locus of control is actual practical experience) • Reading as formalising practical experiences, intuitive & social knowledge • Memory as important to check what is retained & becomes personal knowledge

18. Emerging Themes • Emotions in Learning • Feeling involved and feeling inside the experience • Enjoyable and fun • Boring vs. Exciting learning experiences • Anxiety in online discussion • Feeling isolated in a group • Guilt is a driver • Stress is a driver • Feeling challenged • Feeling “stupid”/inadequate about oneself and one’s abilities • Self confidence • Feeling safe • Feeling open • Feeling of achievement • Feeling empowered or dis-empowered

19. Emerging Themes • Issues for participation in online discussions • Reasoning for participation in online discussion • Pedagogical effectiveness & compulsory participation • Opportunities to learn about others practice (relevance is important for meaningful sharing) • Written text is representation of self: more permanent • Language issues • Contrived, declarative and surface statements: watched and judged by the tutor • Emotionally Controlled • Knowledge of others & Feeling of belonging • Responsibility to each other for two-way communication • Trust and Confidence in others • Confidence in topic • Time delayed communication: flexibility vs. feeling lost

20. Similarities & Differences • Diversity in learner preference for engagement • Involving others in my learning • Learning on my own • Learning through face to face interaction • Using email instead, to communicate with peers & tutors • Develop personal relationships through informal face to face interactions after workshops • Self or group reflective (formal/informal & face to face) discussions to link theory and practice • Self direction in learning • Preference to initiate and direct one’s social and individual learning • Helps to feel involved and inside the experience • Is influenced by ones locus of control in knowledge construction • Influences how one makes theory-practice link

21. Differences between active, moderate & silent participants Others are central Others are triggers Learning resources give formalised opinions of others Active participants Active-Moderate Moderate Moderate-silent Silent Non-participants For nurses, patients needs drive learning needs & some control for knowledge construction is based in practice settings Nurse learners report informal f2f discussion with colleagues and other learners to link theory and practice (planned & spontaneous) Tutors and mentors are involved in feedback and discussion

22. Main Conclusions & Implications • Online discussion is different from Face-to-face discussion • Educators and learners may need to develop online communication skills, feeling comfortable with opening up and challenging each others, and develop learning relationships to this end • Silent & Moderate online participants are also involved in active construction which may not always be visible to others • Educators need to re-define active participation in learning • Engagement in learning is a deeply personal and emotional process & Emotions are important drivers for learning • Educators and mentors need a better understanding of these process and be both sensitive and challenging for individual learner progress

23. Main Conclusions & Implications (continued) • Engagement is influenced by feeling of control over one’s learning • Course designs & work placements need to offer more opportunities for learners to: • Negotiate time for learning • Time for IT access • Choosing a learning space • Choosing ways of using the internet resources to drive learning • Technologies for mind-mapping and interactive reading • Both formal and informal social reflection opportunities to link theory and practice • Learning needs to be relevant to actual practice and the real world • Work with practitioners to identify learning scenarios that are relevant to current practice and will have a positive impact on patient care • Design activities that are challenging and exciting and not repetitive or dull • Learner needs to be acknowledged for what they know and feel involved rather than being preached at!

24. Conclusion • As we gain a deeper understanding of how learners construe meaning, we can build better learning spaces and strategies using appropriate technology • A better understanding of individual learners construction calls for input from learners to negotiate their learning pathways • For constructivism to be better understood in education, course design and technology need to enable and enthuse greater learner involvement for choosing and controlling their own learning pathways

25. thank you • For further information of the study and past conference papers please see: http://www.yourlearning.com

26. Example of an Emerging Theme IT comfort & VLE reliance Negotiating time between work & life commitments Full-time/ part-time/ distance learners IT Skill/Support Hospitals/ library/ University/ home How Reliance trust When Who Where IT access & e-literacy

27. Emotions in learning Example of an Emerging Theme • Individual & • social issues: • Choice • Control • Power discourses • Relevance Pedagogical effectiveness of compulsory participation Knowledge of others Reasoning for Online discussion in Course design Why not With whom Why Participation in Online discussions Skills for online communication Clarity, Language issues Overseas learners needs