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COMPUTER ASSISTED COMPUTER ASSISTED INSTRUCTION IN NEINSTRUCTION IN NE

PRESENTER:PRESENTER:

KEFILOE. A. MABOEKEFILOE. A. MABOE

UnisaUnisa

1: The challenge1: The challenge

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The modern worldThe modern world

Nurse educators are faced by the challenges to Nurse educators are faced by the challenges to prepare students for life and work in an prepare students for life and work in an informationinformation, , communicationcommunication and and technologicallytechnologically driven worlddriven world Constant Constant innovationsinnovations and revolutionary and revolutionary changeschanges due due

to scientific and technological explosionto scientific and technological explosion Digital revolutionDigital revolution Satellite technologySatellite technology Wireless communicationWireless communication Scientific discoveries and inventionsScientific discoveries and inventions

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The modern world (cont.)The modern world (cont.)

WWWWWW facilitated interconnectedness on a facilitated interconnectedness on a worldwide basis and facilitate rapid change worldwide basis and facilitate rapid change through speed in communication:through speed in communication:EmailEmailSocial networksSocial networks

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The modern health care settingThe modern health care setting

Technologically advanced health care Technologically advanced health care equipment equipment for diagnosing and rendering for diagnosing and rendering carecare

DigitalisationDigitalisation Electronic health Electronic health information systemsinformation systems Emergence of Emergence of enterpriseenterprise and and electronic electronic

communicationscommunications including electronic including electronic patient recordpatient record

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The modern health care setting The modern health care setting (cont.)(cont.)

Computer networks and communication Computer networks and communication technologies altered how providers and technologies altered how providers and consumers of health gain consumers of health gain access to and access to and disseminate data and informationdisseminate data and information InternetInternet – its healthcare networks link caregivers and – its healthcare networks link caregivers and

patients by providing health tools and e-commerce to patients by providing health tools and e-commerce to themthem

E-commerceE-commerce enables individuals to monitor their enables individuals to monitor their health status, report health data and access disease health status, report health data and access disease prevention resourcesprevention resources

TelemedicineTelemedicine –ICT to provide and support health care –ICT to provide and support health care when healthcare providers are geographically when healthcare providers are geographically separatedseparated

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ChallengesChallenges

Students are recruited from the society and need Students are recruited from the society and need to be educated to serve the societal needs and to be educated to serve the societal needs and to cope with the challenges posed by the health to cope with the challenges posed by the health and social context. Educators should create and social context. Educators should create opportunities for students to develop the opportunities for students to develop the necessary competencies:necessary competencies: Information managementInformation management skills skills

storing, manipulating, retrieving criticising, utilising and storing, manipulating, retrieving criticising, utilising and disseminating informationdisseminating information

Technological mind, interest and abilitiesTechnological mind, interest and abilities:: Computer literacy and skills - ability to utilise ICTComputer literacy and skills - ability to utilise ICT Ability to Ability to use electronic health information systemsuse electronic health information systems Ability toAbility to use advanced health care equipment use advanced health care equipment Ability to operate in Ability to operate in virtual realitiesvirtual realities

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Challenges (cont.)Challenges (cont.)

Ability to Ability to adaptadapt to constant changes and to constant changes and developments:developments:flexibility, creativity, ability to manage flexibility, creativity, ability to manage

confusionconfusion

Independent learning Independent learning skills:skills:responsibility, curiosity and initiative as far as responsibility, curiosity and initiative as far as

learning is concernedlearning is concerned

2: The proposal2: The proposal

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ProposalProposal

A A paradigm shiftparadigm shift by redirecting the emphasis from by redirecting the emphasis from traditional methods of instruction to computer assisted traditional methods of instruction to computer assisted instruction (instruction (CAICAI) to facilitate computer-based learning ) to facilitate computer-based learning ((CBLCBL) in the classroom-setting) in the classroom-setting

CAICAI is referred to, as an individualised method of self- is referred to, as an individualised method of self-study using information communication technologies of study using information communication technologies of which the computer is an essential part to deliver an which the computer is an essential part to deliver an educational activityeducational activity

CBLCBL is a term used to cover the utilisation of a wide is a term used to cover the utilisation of a wide variety of teaching applications, which provide students variety of teaching applications, which provide students with interactive learning experiences while utilising with interactive learning experiences while utilising electronic information, communication and educational electronic information, communication and educational resourcesresources

3: CAI3: CAI

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DEVELOPMENTS IN THE FIELDS DEVELOPMENTS IN THE FIELDS OF ICT AND CAI OF ICT AND CAI

ICTICT electronic tubeselectronic tubes stand-alone stand-alone

computerscomputers multimedia computersmultimedia computers

EducationEducation::

Text-based computer-Text-based computer-based learningbased learning

Multimedia computer-Multimedia computer-based learningbased learning

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DEVELOPMENTS IN THE FIELDS DEVELOPMENTS IN THE FIELDS OF ICT AND CAI (cont.) OF ICT AND CAI (cont.)

Computer networks:Computer networks:– Local area networkLocal area network– internet and WWWinternet and WWW

ICT-based ICT-based communication:communication:– E-mailE-mail– Bulletin boardsBulletin boards– ChattingChatting– Video-conferencingVideo-conferencing– Social networksSocial networks

Learning experienced Learning experienced in a networked in a networked computer laboratorycomputer laboratory

Utilising the internet:Utilising the internet:– Information accessInformation access– Self-directed learningSelf-directed learning– Interdependent, Interdependent,

collaborative learningcollaborative learning

Virtual classroom and Virtual classroom and online learningonline learning

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Characteristics of CAICharacteristics of CAI

Promoting Promoting interactiveinteractive learning: learning: presenting interactive learning material in text and/or multimedia presenting interactive learning material in text and/or multimedia

formatformat facilitating interactive learning activities by utilising facilitating interactive learning activities by utilising

videoconferencing facilities videoconferencing facilities facilitating interaction with peers and experts in virtual realityfacilitating interaction with peers and experts in virtual reality

Promoting educational Promoting educational managementmanagement:: establishing electronic databases for diagnosing learning needs establishing electronic databases for diagnosing learning needs

and problems and problems providing for automated learning assessment and remedial providing for automated learning assessment and remedial

activities activities Providing additionalProviding additional learning opportunities learning opportunities::

providing supplementary electronic learning material in addition providing supplementary electronic learning material in addition to the traditional textbookto the traditional textbook

facilitating information searches by using the Internetfacilitating information searches by using the Internet

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Theoretical foundations of CAITheoretical foundations of CAI

Behaviourism:Behaviourism: BehaviourBehaviour is defined as a muscle movement. It is defined as a muscle movement. It

is a result of a series of conditioned reflexes, is a result of a series of conditioned reflexes, emotions and thought processesemotions and thought processes

Learning is demonstrated through observable Learning is demonstrated through observable

behavioural changesbehavioural changes Behavioural theorists propose that stimulus–Behavioural theorists propose that stimulus–

response bonds are strengthened by response bonds are strengthened by reinforcement.reinforcement.

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Theoretical foundations of CAITheoretical foundations of CAI(cont.)(cont.)

Educators who adhere to the behaviourist approach Educators who adhere to the behaviourist approach would apply computer assisted instruction that is would apply computer assisted instruction that is based on the principles of programmed learning, based on the principles of programmed learning, mastery learning, and drill and practice mastery learning, and drill and practice

Constructivism:Constructivism: Is based on the premise that knowledge cannot be Is based on the premise that knowledge cannot be

transferred from one person to another but is rather transferred from one person to another but is rather constructed by the learner. Knowledge is an constructed by the learner. Knowledge is an understanding, which is generated from past and understanding, which is generated from past and present learning experiences. present learning experiences.

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Theoretical foundations of CAITheoretical foundations of CAI(cont)(cont)

Constructivism (cont.)Constructivism (cont.):: Supports student-centered learningSupports student-centered learning Supports inquiry-based learning. Supports inquiry-based learning. The educator mediates between The educator mediates between

information-communication technologies, information-communication technologies, learning experiences, the learning content learning experiences, the learning content and the studentsand the students

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Theoretical foundations of CAITheoretical foundations of CAI(cont)(cont)

Constructivism (cont.)Constructivism (cont.) Cognitive constructivism focuses on how an individual Cognitive constructivism focuses on how an individual

student gains understanding of things, and social student gains understanding of things, and social constructivism emphasises that meanings and constructivism emphasises that meanings and understandings grow out of social encountersunderstandings grow out of social encounters

Multimedia technologies and learning packages which Multimedia technologies and learning packages which support discovery learning, problem-based learning and support discovery learning, problem-based learning and simulations are in accordance with constructivism.simulations are in accordance with constructivism.

Social constructivism can be applied in computer Social constructivism can be applied in computer assisted instruction by utilising the principles of assisted instruction by utilising the principles of

collaborative learningcollaborative learning

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Educational approachesEducational approaches

Mastery learning and programmed learning:Mastery learning and programmed learning: Mastery learning is based on behaviourismMastery learning is based on behaviourism Its main goal is the attainment of excellence of Its main goal is the attainment of excellence of

performanceperformance It is premised on the assumption that all tasks It is premised on the assumption that all tasks

can be learned by students provided they are can be learned by students provided they are exposed to the appropriate stimuli, and are exposed to the appropriate stimuli, and are given sufficient time to master the content.given sufficient time to master the content.

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Educational approachesEducational approaches(cont)(cont)

Mastery learning can be facilitated through programmed learning. Mastery learning can be facilitated through programmed learning. The fundamental notion of programmed learning is that of The fundamental notion of programmed learning is that of

reinforcement of learning. Programmed learning is applied through reinforcement of learning. Programmed learning is applied through electronic self-learning modules with built in feedback, remediation electronic self-learning modules with built in feedback, remediation reinforcement of learning.reinforcement of learning.

A self-learning module is a self-contained unit or package of study A self-learning module is a self-contained unit or package of study materials, which students study on an individual basismaterials, which students study on an individual basis. .

Students proceed through a pre-test, learning outcomes, content, Students proceed through a pre-test, learning outcomes, content, activities, post-test.activities, post-test.

Successful completion of one level of learning is required to proceed Successful completion of one level of learning is required to proceed to a higher level.to a higher level.

The computer automatically keeps record of the students’ progress.The computer automatically keeps record of the students’ progress.

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Educational approachesEducational approaches(cont)(cont)

Discovery learningDiscovery learning Discovery learning is an educational approach during Discovery learning is an educational approach during

which educators create opportunities for students to which educators create opportunities for students to embark on a process of self-directed inquiry, which embark on a process of self-directed inquiry, which would result in learning. would result in learning.

Discovery learning is predicated on the existence of an Discovery learning is predicated on the existence of an intrinsic motivation, in humans, to learn. intrinsic motivation, in humans, to learn.

Discovery learning is promoted: Discovery learning is promoted: by challenging the students to obtain information or seek by challenging the students to obtain information or seek

answers to difficult questions by using the information and answers to difficult questions by using the information and communication properties of the internet, for examplecommunication properties of the internet, for example

through gaming which require the discovery or certain through gaming which require the discovery or certain information or solutions in order to proceed through the gameinformation or solutions in order to proceed through the game

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Educational approachesEducational approaches(cont)(cont)

Problem-based learningProblem-based learning Involves confronting students with real life problems that Involves confronting students with real life problems that

provide a stimulus for critical thinking and self-directed provide a stimulus for critical thinking and self-directed learning learning

Can be utilised in conjunction with discovery learningCan be utilised in conjunction with discovery learning Recent advances in ICT and educational software, Recent advances in ICT and educational software,

paved the way for the development of computer-based paved the way for the development of computer-based multimedia learning packages that use complex multimedia learning packages that use complex scenarios which are aimed at helping the students in scenarios which are aimed at helping the students in developing clinical judgement and problem solving skills. developing clinical judgement and problem solving skills.

Various printed and electronic resources are utilised to Various printed and electronic resources are utilised to solve given problems or make appropriate decisions.solve given problems or make appropriate decisions.

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Educational approachesEducational approaches(cont.)(cont.)

GamingGaming Multimedia computer technology supports the gaming Multimedia computer technology supports the gaming

teaching strategy. Students can use individual or teaching strategy. Students can use individual or networked computers.networked computers.

Electronic educational games focus on either the Electronic educational games focus on either the content or the process of learning.content or the process of learning. Content games focus on teaching or reinforcing factual Content games focus on teaching or reinforcing factual

information. information. Process games are those that emphasise problem solving, Process games are those that emphasise problem solving,

decision-making or application of information.decision-making or application of information. Networks and the Internet enable groups of students to Networks and the Internet enable groups of students to

participate without the players having to use the same participate without the players having to use the same computer, or having to share a geographical space.computer, or having to share a geographical space.

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Educational approachesEducational approaches(cont.)(cont.)

SimulationSimulation Is an imitation of some facets of life, usually in a Is an imitation of some facets of life, usually in a

simplified form. simplified form. Aims to put students in a position where they can Aims to put students in a position where they can

experience some aspect of real life by becoming experience some aspect of real life by becoming involved in activities that are closely related to it.involved in activities that are closely related to it.

A simulated clinical situation can be created in A simulated clinical situation can be created in virtual reality in which students interact with a virtual reality in which students interact with a virtual world.virtual world. They obtain automatic feedback on They obtain automatic feedback on their decisions and actions and have the their decisions and actions and have the opportunity to rectify poor decisions and actions .opportunity to rectify poor decisions and actions .

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Educational approachesEducational approaches(cont.)(cont.)

Collaborative learningCollaborative learning Provides opportunities for teams of students to Provides opportunities for teams of students to

cooperatively complete their learning assignments, or cooperatively complete their learning assignments, or engage in problem-based learning.engage in problem-based learning.

The students can form face-to-face or virtual groups.The students can form face-to-face or virtual groups. Collaborative learning can be promoted in virtual reality Collaborative learning can be promoted in virtual reality

by establishing an interdependent, interactive learning by establishing an interdependent, interactive learning environment and by creating a virtual classroom.environment and by creating a virtual classroom.

Communication can be verbal, or electronic through e-Communication can be verbal, or electronic through e-mail, blogs, chatting, and video conferencing. mail, blogs, chatting, and video conferencing.

4: The current situation in NE4: The current situation in NE

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Current realities in nursing Current realities in nursing education: completed researcheducation: completed research

A quantitative descriptive study involving second A quantitative descriptive study involving second and third year students was conducted at a and third year students was conducted at a specific nursing college to answer the questions:specific nursing college to answer the questions:What is the nature of the students’ exposure What is the nature of the students’ exposure

to CAI and CBLto CAI and CBLHow do they perceive the benefits of this How do they perceive the benefits of this

exposure and exposure and What problems do they encounter during CBI What problems do they encounter during CBI

and CBLand CBL

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Aim of the studyAim of the study

to formulate guidelines for the expansion to formulate guidelines for the expansion of existing CAI and computer based of existing CAI and computer based learning,learning,

to optimise the utilisation of information-to optimise the utilisation of information-communication technologies in NE communication technologies in NE

to ensure that CAI and CBL are based on to ensure that CAI and CBL are based on sound educational principlessound educational principles

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The studyThe study

Sample:Sample:172 second year students 172 second year students 119 third year students119 third year students

All respondents had previously been exposed to All respondents had previously been exposed to CAI during the course of their studiesCAI during the course of their studies

Structured data collection approach Structured data collection approach utilising a structured questionnaire was utilising a structured questionnaire was usedused

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The study (cont.)The study (cont.)

Data collection elicited descriptive data,Data collection elicited descriptive data, Data obtained were submitted to Data obtained were submitted to

descriptive data analysis,descriptive data analysis, Some comparisons were made between Some comparisons were made between

the responses of the second year and third the responses of the second year and third year respondents.year respondents.

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Findings Findings Limited computer literacyLimited computer literacy::

Inadequate levels of computer literacyInadequate levels of computer literacy many respondents were unable to effectively utilise the learning many respondents were unable to effectively utilise the learning

opportunities associated with CAIopportunities associated with CAI Limited accessLimited access::

to media centre in the collegeto media centre in the college to information communication technologies at hometo information communication technologies at home to information communication technologies at or at the clinical to information communication technologies at or at the clinical

institutions where students workedinstitutions where students worked PreferencePreference::

both group of respondents preferred CAI above traditional both group of respondents preferred CAI above traditional teaching strategies. However, respondents indicated that teaching strategies. However, respondents indicated that information-information- communication technologies were mainly not communication technologies were mainly not utilised for electronic communication or on-line learningutilised for electronic communication or on-line learning

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Findings (cont.)Findings (cont.)

Type of engagementType of engagement::– Were collaboratively engaged in CBL at the media center of the Were collaboratively engaged in CBL at the media center of the

collegecollege Exposure to software - the frequency of exposure to Exposure to software - the frequency of exposure to

computer computer packages appeared to be in favour of the packages appeared to be in favour of the third year respondents than second year respondentsthird year respondents than second year respondents– Utilised software packageUtilised software packages: s:

Reading skills packages mainly by 3Reading skills packages mainly by 3rdrd year students year students

– Under-utilised software packagesUnder-utilised software packages::typing skills packagestyping skills packagescomputer literacy packagescomputer literacy packagestext-based computer packages with problem-solving scenarios text-based computer packages with problem-solving scenarios Computer packages which enable respondents to achieve their Computer packages which enable respondents to achieve their learning objectives through game-playinglearning objectives through game-playing

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Findings (cont.)Findings (cont.)

– Non-uNon-utilised software packagestilised software packages::Text-based course content packagesText-based course content packagesMultimedia course content packagesMultimedia course content packagesMultimedia packages with problem-solving Multimedia packages with problem-solving scenarios scenarios Packages simulating clinical situations which Packages simulating clinical situations which develop respondents’ decision-makingdevelop respondents’ decision-making skillsskills

Learning resources utilisation:Learning resources utilisation:– Under-utilised learning resourcesUnder-utilised learning resources::

Using internet for information accessUsing internet for information access

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Findings (cont.)Findings (cont.)

– Non-utilised learning resourcesNon-utilised learning resources::Obtaining information from CD-ROM packagesObtaining information from CD-ROM packages

Communicating with their peers by e-mailCommunicating with their peers by e-mail

Communicating with their tutors by e-mailCommunicating with their tutors by e-mail

Communicating with field experts by e-mailCommunicating with field experts by e-mail

Participating in on-line chatting with their peersParticipating in on-line chatting with their peers

Participating in video-conferencing with their peersParticipating in video-conferencing with their peers

Participating in video-conferencing with their tutorsParticipating in video-conferencing with their tutors

Exchanging information with their peers by e-mailExchanging information with their peers by e-mail

Exchanging information with their tutors by e-mailExchanging information with their tutors by e-mail

Participating in electronic chatting for educational purposesParticipating in electronic chatting for educational purposes

Doing courses following an on-line learning approachDoing courses following an on-line learning approach

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Findings: benefits not materialised Findings: benefits not materialised according to many respondentsaccording to many respondents

22ndnd year respondents: year respondents: Being in control of their learningBeing in control of their learning Flexibility in terms of study timeFlexibility in terms of study time Flexibility in terms of learning paceFlexibility in terms of learning pace Repetitive learningRepetitive learning A learning climate supportive of learning A learning climate supportive of learning

from mistakesfrom mistakes Increased reading skillsIncreased reading skills Achieving their learning objectives through Achieving their learning objectives through

text-based problem oriented computer text-based problem oriented computer packagespackages

Achieving their learning objectives by Achieving their learning objectives by using the Internet to obtain informationusing the Internet to obtain information

Engaging in collaborative learningEngaging in collaborative learning Decreased boredom compared to Decreased boredom compared to

traditional teachingtraditional teaching Extended interaction with the learning Extended interaction with the learning

MaterialMaterial Mastering the learning contentMastering the learning content Increased problem solving skillsIncreased problem solving skills Experiencing satisfaction during the Experiencing satisfaction during the

learning processlearning process

3 rd year respondents3 rd year respondents

Flexibility in terms of study time Flexibility in terms of study time Flexibility in terms of learning paceFlexibility in terms of learning pace Increased reading skillsIncreased reading skills Achieving their learning objectives Achieving their learning objectives

through text-based course content through text-based course content computer packagescomputer packages..

Achieving their learning objectives Achieving their learning objectives through text-based problem oriented through text-based problem oriented computer packagescomputer packages

Engaging in collaborative learningEngaging in collaborative learning Mastering the learning contentMastering the learning content Receiving quality educationReceiving quality education

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Findings: benefits not materialised Findings: benefits not materialised at allat all

22ndnd year respondents: year respondents: Flexibility in terms of resting time when their Flexibility in terms of resting time when their

concentration waversconcentration wavers Experiencing decreased peer pressureExperiencing decreased peer pressure Experiencing decreased educator pressureExperiencing decreased educator pressure Achieving their learning objectives through text-Achieving their learning objectives through text-

based course content computer packagesbased course content computer packages.. Achieving their learning objectives through Achieving their learning objectives through

multimedia course content computer packagesmultimedia course content computer packages.. Achieving their learning objectives through Achieving their learning objectives through

multimedia problem oriented computer multimedia problem oriented computer packagespackages

Achieving their learning objectives through Achieving their learning objectives through computer packages simulating clinical situations computer packages simulating clinical situations which develop respondents’ decision making which develop respondents’ decision making skillsskills..

Achieving their learning objectives through Achieving their learning objectives through computer-gaming packagescomputer-gaming packages

Extended electronic communication with their Extended electronic communication with their peerspeers

Extended electronic communication with their Extended electronic communication with their tutorstutors

Extended electronic communication with field Extended electronic communication with field expertsexperts

3 rd year respondents3 rd year respondents Flexibility in terms of resting time when their Flexibility in terms of resting time when their

concentration waversconcentration wavers Experiencing decreased peer pressureExperiencing decreased peer pressure Experiencing decreased educator pressureExperiencing decreased educator pressure Achieving their learning objectives through Achieving their learning objectives through

multimedia course content computer multimedia course content computer packagespackages..

Achieving their learning objectives through Achieving their learning objectives through multimedia problem oriented computer multimedia problem oriented computer packagespackages

Achieving their learning objectives through Achieving their learning objectives through computer packages simulating clinical computer packages simulating clinical situations which develop respondents’ situations which develop respondents’ decision making skillsdecision making skills..

Achieving their learning objectives through Achieving their learning objectives through computer-gaming packagescomputer-gaming packages

Extended electronic communication with their Extended electronic communication with their peerspeers

Extended electronic communication with their Extended electronic communication with their tutorstutors

Extended electronic communication with field Extended electronic communication with field expertsexperts

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Findings: Problems requiring Findings: Problems requiring priority attentionpriority attention

Struggling to remain up-to-date with Struggling to remain up-to-date with developments in computer technologydevelopments in computer technology

Unaffordability of the necessary Unaffordability of the necessary computer equipmentcomputer equipment

A lack of computer facilities hampering A lack of computer facilities hampering respondents’ access to computer respondents’ access to computer assisted instructionassisted instruction

Insufficient technical assistance in the Insufficient technical assistance in the media centremedia centre

Struggling to increase personal contact Struggling to increase personal contact with peerswith peers

Struggling to increase personal contact Struggling to increase personal contact with their tutorswith their tutors

Struggling to remain up-to-date with Struggling to remain up-to-date with developments in computer technologydevelopments in computer technology

Unaffordability of the necessary Unaffordability of the necessary computer equipmentcomputer equipment

A lack of computer facilities hampering A lack of computer facilities hampering respondents’ access to computer respondents’ access to computer assisted instructionassisted instruction

Unreliable computer equipment in the Unreliable computer equipment in the media centremedia centre

Insufficient technical assistance in the Insufficient technical assistance in the media centremedia centre

Achieving learning objectives through Achieving learning objectives through text-based computer packages which text-based computer packages which provide scenarios that develop provide scenarios that develop respondents’ problem solving skillsrespondents’ problem solving skills

Achieving learning objectives through Achieving learning objectives through computer packages simulating clinical computer packages simulating clinical situations which develop respondents’ situations which develop respondents’ decision-making skillsdecision-making skills

Increasing personal contact with their Increasing personal contact with their tutorstutors

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ConclusionConclusion The utilisation of ICT for CAI and CBL was still at its The utilisation of ICT for CAI and CBL was still at its

infancyinfancy.. Although students preferred CAI over traditional methods Although students preferred CAI over traditional methods

of teaching of teaching accessibilityaccessibility to ICT and educational software to ICT and educational software were were inadequateinadequate..

There is a There is a needneed for the development of CAI and CBL for the development of CAI and CBL which are underpinned by which are underpinned by sound educational principlessound educational principles since the educators failed to:since the educators failed to:– effectively implement the principles of constructivism, self-effectively implement the principles of constructivism, self-

directed learning, collaborative learning directed learning, collaborative learning – establish a flexible learning climate in terms of study time and establish a flexible learning climate in terms of study time and

pace. pace. – promote electronic interaction and communication, and promote electronic interaction and communication, and

electronic information exchangeelectronic information exchange

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Conclusions (cont.)Conclusions (cont.)

ICT was mainly used to enable students to store ICT was mainly used to enable students to store and retrieve information, which is important for and retrieve information, which is important for effective learning. However, seeking, storing and effective learning. However, seeking, storing and retrieving of information retrieving of information is merely one of many ICT educational applicationsis merely one of many ICT educational applications are merely supportive of the development of higher are merely supportive of the development of higher

cognitive skills cognitive skills and can therefore be a means to an end and not and and can therefore be a means to an end and not and

end in itselfend in itself

5: Recommendations5: Recommendations

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Recommendations: Nurse Recommendations: Nurse educatorseducators

In-service education programmes need to In-service education programmes need to be developed to improve nurse educators’ be developed to improve nurse educators’ computer literacy and facilitation skills, computer literacy and facilitation skills, which support effective CAI.which support effective CAI.

The principles of constructivism, computer The principles of constructivism, computer assisted instruction and computer-based assisted instruction and computer-based learning should be included in the learning should be included in the curriculum for nurse educator training. curriculum for nurse educator training.

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Recommendations: Increasing Recommendations: Increasing the effectiveness of CAIthe effectiveness of CAI

Students’ exposure to ICT needs to be Students’ exposure to ICT needs to be improved.improved.

Reliable support structures (technical Reliable support structures (technical support and learning facilitation) should be support and learning facilitation) should be established and maintained.established and maintained.

Students’ exposure to educational Students’ exposure to educational computer packages needs to be improved computer packages needs to be improved and its effective utilisation ensured.and its effective utilisation ensured.

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Recommendations: IRecommendations: Increasing the ncreasing the effectiveness ofeffectiveness of CAI (cont.) CAI (cont.)

Increased access to various educational computer packages which support Increased access to various educational computer packages which support mastering of subject content, and the development of higher cognitive skills mastering of subject content, and the development of higher cognitive skills should be ensured. The following packages would be appropriate:should be ensured. The following packages would be appropriate:– Text-based course content computer packages.Text-based course content computer packages.– Multimedia course content computer packages.Multimedia course content computer packages.– Text-based computer packages, which provide problem-solving scenarios.Text-based computer packages, which provide problem-solving scenarios.– Multimedia computer packages, which provide problem-solving scenarios.Multimedia computer packages, which provide problem-solving scenarios.– Computer packages simulating clinical situations, which develop the students’ Computer packages simulating clinical situations, which develop the students’

decision-makingdecision-making skills.skills.– Computer packages which enable the students to achieve their learning Computer packages which enable the students to achieve their learning

objectives though game-playing.objectives though game-playing. The educators should ensure that the utilisation of the above packages The educators should ensure that the utilisation of the above packages

should occur within the context of a broad educational strategy. This implies should occur within the context of a broad educational strategy. This implies the application of the principles of constructivism and problem-based the application of the principles of constructivism and problem-based learning. The educators should ensure that a balance is struck between learning. The educators should ensure that a balance is struck between self-directed learning and collaborative learning. self-directed learning and collaborative learning.

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Recommendations: Basic skills Recommendations: Basic skills developmentdevelopment

Basic skills which would improve the Basic skills which would improve the students’ abilities to master the prescribed students’ abilities to master the prescribed curriculum content need to be developed curriculum content need to be developed through:through:– Reading skills computer packages.Reading skills computer packages.– Typing skills computer packages.Typing skills computer packages.– Computer literacy packages.Computer literacy packages.

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Recommendations: Electronic Recommendations: Electronic information disseminationinformation dissemination

Electronic information dissemination and Electronic information dissemination and communication should be enhanced by utilising:communication should be enhanced by utilising: e-maile-mail bulletin boards/blogsbulletin boards/blogs chattingchatting video-conferencingvideo-conferencing social networks social networks

6: Conclusion6: Conclusion

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CONCLUSION (cont.)CONCLUSION (cont.)

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The utilisation of information- communication technologies for the purposes of computer assisted instruction and computer-based learning was still at its infancy in the nursing college, at the time of this present research study. Although learners preferred computer assisted instruction over traditional modes of teaching, accessibility to information-communication technologies were inadequate.

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Conclusion (cont.)

This was due to access, which was mainly restricted to the media centre at the college

Due to inadequate levels of computer literacy, many learners struggled to operate the equipment and software packages

Technical assistance appeared to be insufficient Unavailability and lack of proficiency of the facilitator

contributed towards the problems that learners experienced

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Conclusion (cont.)

Facilitators failed to effectively implement the principles of constructivism

Despite the numerous challenges there was evidence that learners benefited from computer assisted instruction

The research findings revealed computer assisted instruction enhanced learners’ learning and they were able to remain up-to-date with the latest developments in their discipline