Introduction
Introducing technology to assist in learning and teaching is not a new concept. Educational radio has been utilised since the early 1900s (see history of online learning), and at one point in the world’s history, the book was considered a new technology. However, as technology has progressed educators continue to experience challenges with affordances of the new, and changing learning theories and pedagogies to suit. Within this essay discussion will occur on introducing technology to assist the learning and teaching of communication skills within an online-only university undergraduate paramedic science unit.
Whilst many factors affect education decisions within the topic, this discussion is limited to aspects affecting the success of students including student/lecturer considerations and pedagogical and learning theory influences from an instructional design perspective. We will also consider aspects of the discipline and institutional setting for the education, and how they relate to the instructional design.
Institution and discipline context
Traditional paramedic education based within the Vocational Education Training (VET) sector focused on the master/apprentice model of training with behaviourism as the overt learning theory. Emphasis on rote learning information, skill performance and adherence to strict protocols dominated paramedic education. Transition in workforce modelling from pre-qualification employment to graduate employment along with, moving education programs from the VET to Higher Education (HE) sector, necessitated shifts in pedagogy and learning theories utilised to inform instructional design (Lord, 2003).
This educational transformation is paralleled by rapid clinical practice changes driven by an exponentially growing body of medical research. In turn, medical research has been driven by advances in diagnostic technology, enabled by the doubling of computer processing speeds and increased affordability of Central Processing Units (CPUs) every two years (Moore’s Law). Indeed, Moore’s Law has indirectly influenced the educational environment with the affordances of technology, particularly that of web 2.0 and 3.0. This is to a degree that the “computational world” (Institute for the Future, 2011, p4.) is now cited as one of six major drivers of future work skills in their 2020 report
So what does this mean for a now professional paramedic
workforce accustomed to rapid change?
The flow on effects of Moore’s Law and the affordances of technology has influenced the modes of delivery by which Paramedic education can be delivered, along with the tools students and lecturers have available to enhance and deliver educational outcomes.
Institutional Context
CQUniversity introduced Australia’s first paramedic undergraduate degree to be offered via blended learning in 2011. Many within the industry considered the mode of delivery to be a major disruptor in the education of paramedics. The institution prides itself on the inclusive nature of their enrolments of marginalized groups and subsequently has comparatively high enrolments of First Nation Peoples, low Socioeconomic Status (SES), regional/remote Australians, and first in family students. CQUniversity is also known for and, has experience offering online-only education programs. See video below for figures.
Pedagogical factors/learning theories and instructional design
Instructional design and learning theories
As previously discussed, the initial transition from VET to HE based education for Paramedics necessitated shifts in pedagogy and the learning theories on which they are based (Lord, 2003). On considering the move from a blending learning environment to the online-only space instructional designers considered the need to change the underlying learning theory based within the new communications unit.
Designers implemented Connectivist theory as it supported significant trends in learning including:
- Learners entering study from a variety of unrelated fields.
- The theory’s acknowledgement of the importance of informal learning.
- Siemens acknowledgement of life-long and life-wide learning.
- The acknowledgement of the impact of technology on human brain function.
- The entangled importance between organizational and individual learning and its impact on the industry.
- Acknowledgement of cognitive offloading and it’s importance.
List adapted from Siemens (2005)
See principles of a connectivist theory, Siemens (2005) evident within this unit.
Specific learning and teaching resources include a prescribed textbook, pre-recorded video lectures/tutorials, synchronous and asynchronous online discussion boards and videoconference sessions, and 360-degree video simulations. Students, some of whom have never seen the patient care compartment of an ambulance, engage with simulated real settings to learn context, Cardoso et al. and Hansen (2011) and connect underpinning concepts with the application of these contexts (Cardoso et al., 2012; Hansen, 2011).
Learning and teaching activities
The pedagogical approach to introducing technology to assist student learning combines traditional and newer technology applications in the unit’s learning resources.
Instructional designers overlaid Siemens theory of Connectivism with the SAMR (Substitution, Augmentation, Modification, Redefinition) framework, to decide on individual online technologies (Puentedura, 2015).
Replacement of face-to-face lecturer activities with online technologies considered the educational purpose and the SAMR framework, (Puentedura, 2015). Scaffolding of learning resources progressed from introducing students to the subject with generic textbook readings to lectures differentiating practice between disciplines. Students were provided formative exercises which scaffolded toward their first summative assessment, to demonstrate a triangular model of reflection and authentic practice (Boud, Keogh, & Walker, 2013).
With one of the major issues facing universities today being contract cheating designers also overlaid the SAMR framework to this assessment, replacing traditional authentic face to face style classroom Objective Structured Clinical Examinations (OSCEs) with that of online at Puentedura’s (2015) modification level. This involved a reflective report and utilising the affordances of technology to have students create an audio/video resource to demonstrate authentic learning.
See mapping and video of application below.
It is evident learning designers have considered digital age learning theory along with a technology framework overlay in their pedagogy and instructional design. However, successful integration of technologies within this unit requires consideration of other influences such as student and instructor-related factors.
Lecturer/Student Factors affecting student success
The importance of underpinning learning theory and a technology framework built into the pedagogy within a unit cannot be overstated, but these are, not the only influences impacting student success.
The flow on effects of Moore’s Law has also influenced the tools students and lectures have available to deliver educational outcomes. Within this section, lecturer and student factors which affect student success within the context of instructional design will be discussed.
Lecturer related factors impacting student success
The introduction of a blended learning undergraduate paramedic degree in 2011 was considered by many within the industry to be a major disruptor. Within the transition phase between changing from traditional to the new learning environment, the challenge existed of not taking what is described as “the rear-view mirror effect” (Wesh, 2011 para8). This included not utilising old paradigms and methods to engage students in new learning environments. This position was further supported by Redecker (2011) with lecturers needing to employ 21st-century skills to succeed in the “globally connected world”, in which they are operating (Institute for the Future, 2011, p 5.). Whilst all lecturers are experienced within Paramedicine taking a knowledge-able as opposed to knowledgeable approach was encouraged Wesh (2011). Embracing and engendering this thinking with students was a significant change from traditional approaches of the all knowledgeable lecturer.
This goes further than ubiquitous digital information and digital media literacy skills. (Glister 1997), Lahan (1995), and Eshet (2002) all discuss the concept of literacy in the digital age. This includes an ability to understand and to use information from multiple formats from digital sources when presented via computer. Eshet (2002) posited this was about a special kind of mindset or thinking which has merit when considering the pace of change lecturers are dealing with on a daily basis. Redecker et al. (2011) supported this position in the JRC report and outlined a concept of future learning. See image of concept map below.
Conceptual map of the future of learning. From “The Future of Learning: Preparing for Change,” by C. Redecker, M. Leis, M. Leendertse, Y. Punie, G. Gijisbers, P. Kirschner, S. Stoyanov, and B. Hoogveld. JRC Scientific Report, p. 9.
The concept map above outlines a pathway to “generic, transversal and cross-cutting skills,” (Redecker, 2011 p. 10) which assist lecturers and students to develop lifelong and life-wide learning skills required to the 21st-century. In this instance, the skills required by lecturers related to introducing technology into an online-only unit in a manner shown in the literature to best predict student success.
Operationalising the unit/Lecturer related factors
Unit design
Feedback from students within other paramedic units suggested many were experiencing difficulty relating foundational concepts to where they would be applied within authentic environments. Opportunities to demonstrate the application of concepts, analysis of situations and evaluation of simulated exercises in a virtual environment were built into the unit structure (Kaufmann, 2015; McCraken, 2012). This design of the online unit is further supported by Park and Choi (2009) and Fabry (2009).
Specific factors related to the online environment included:
- factoring in easy to use technologies.
- video resources were available on YouTube.
- simple design layout for information.
These factors were found to contribute to the success of other e-learning programs, (Alhabeeb and Rowley 2018).
Cost versus benefit
Online-only units, whilst potentially expensive to create initially are fiscally responsible and desirable within the competitive post-school marketplace, (Kaufmann 2015). They have been shown to be comparable to face-to-face learning in regards to student outcomes and satisfaction, Coyne (2018). While the cost to the university is always a consideration it was the out of pocket expenses for students that was of concern in the development of this unit. With paramedic students located across the country, any alternative mode would have required students to travel significant distances to attend a university campus. The cost to attend a university campus is often thousands of dollars and poses a significant financial impost for students
Comfort with technology
Common concerns from staff when changing from traditional learning environments to recorded online lectures involved lecturers feeling a need to change the way in which they teach to suit the medium (Gosper et al. 2008). Having support from another lecturer and shifting to a discussion mode rather than didactic lecture allowed a more constructivist learning approach for students and supported staff development, (Kinash, Knight, and McLean 2015).
Dong, Kumar, Rajaratnam, and Kowitlawakul (2015) recommends the following practices to enhance lecturer comfort with technology. Staff should:
- be upskilled in video production prior to developing educational videos.
- perform the dual role of videographer and content expert presenter.
- consult key industry stakeholders in developing content.
- Seek guidance from expert videographers to ensure quality video.
Student factors
Student Perceptions of online learning
With the majority of the paramedic student cohort aged between 25 -50 the online mode of study allowed for flexibility not available in a face to face unit (Owston, 2018). The need to balance work, study and family commitments makes online learning a pragmatic choice of study for some of the paramedic students (Zeldenryk & Bradey, 2013). However, student’s perceptions of learning in an online environment can differ from experiences of students in traditional face-to-face learning environments. Muilenburg and Berge (2005) reported negative perceptions in an online environment could lead to decreased motivation, persistence and poorer learning outcomes. These factors along with the foundational nature of the unit were considered and managed with a high-level of lecturer presence (Frimming & Bordelon, 2016).
Student Performance
Varying studies have outlined students who benefited most from online units are those already high achieving, self-motivated with higher emotional intelligence and resilience levels Yeung et al (2016), Berenson, Boyles and Weaver (2008). Similarly, there are concerns entering the online-only environment and the forced use of technology further disadvantages marginalised groups Selwyn (2016).
To minimise concerns lecturers offered instructional sessions on the use of technologies and self-management techniques live via video-conferencing.
Lecturer enthusiasm combined with an ability to motivate students to utilise an e-learning system plays an important part in improving student success. , Alhabeeb and Rowley (2018).
Preferred learning styles
Kaufmann (2015) reported “online learning is best suited for students with visual and read-write learning styles”, (para. 12). Whilst no investigation has been done into the preferred learning design of the cohort this preference is seen to be supported within the unit design with a combination of read-write and visual learning resources.
Conclusion
Introducing technology to an online-only unit to assist student learning requires careful consideration of many factors. Lecturers (and instructional designers) when introducing technology need to employ 21st-century skills to succeed in the globally connected world. Whilst discussion within this essay is limited to pedagogical and learning theory, along with student/lecturer factors affecting student success, it is evident instructional designers have attempted to carefully introduce technology. The presentation and contextualisation of foundational knowledge by using technology to simulate real-world clinical situations operationalised research from various disciplines.
Everyday issues such as attitudes of students and lectures to online units, devices on which students would interact with learning resources have been considered and planned within the unit. Lecturer comfort levels with technology were also considered and planned for within this unit.
The speed of computer processing development ensures new technological affordances will be available to lectures almost continually within the foreseeable future. Rather than the fast implementation of new, bright and shiny technologies lecturers need to be discerning. Consideration of the risks and benefits, as well as the affordances of technologies, needs to occur in a structured manner such as outlined here.
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