‘Learning through e-situated challenges’

Dr Paula HodgsonEducation Development Centre,

Ms Kitty Chan and Ms Liu Yat Wa, JustinaSchool of Nursing,

Hong Kong Polytechnic University, Hong Kong SAR, China.

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License.

BackgroundNursing therapeutics

– Lectures, tutorials, laboratory work, consultations

– WebCT

– Assessment• Group project with online

peer review• Examination

Group project

Project topics:– diabetes mellitus – colorectal cancer

Group project• Project topics

– diabetes mellitus [DM]– colorectal cancer [CC]

• Three stages– Stage 1: written report [10%]– Stage 2: peer group comment [5%]– Stage 3: finalized report [15%]

• Five students per group as assigned by lecturers• Grouping

– acute client care: secondary level of prevention– health promotion: primary and tertiary level of prevention– paired up as peer groups for assignment critique

Blended case-based learning

Results and findings

• Experiencing peer feedback

• Teacher guidance

• Confidence in providing peer assessment

• Ability to provide effective feedback

• Factors contributing to effective peer assessment

Valuable to receive peer feedback

SD2%

D7%

N36%A

52%

SA3%

Experiencing peer feedbackBetter understanding of the assessment criteria through peer

review

SD2%

D7%

N44%

A46%

SA1%

Teacher guidance

Guidance on assessment criteria

SD1%

D7%

N22%

A63%

SA7%

Teacher assistance to peer groups

SD1%

D9%

N28%

A57%

SA5%

Confidence in providing peer assessment

Confident to provide a fair mark to peer group

SD1%

D7%

N34%

A56%

SA2%

Confident to provide feedback to peer group

SD1%

D9%

N43%

A44%

SA3%

mark / feedback

Ability to provide effective feedbackAbility of peer groups to provide feedback

SD3%

D18%

N43%

A34%

SA2%

Factors contributing to effective peer assessment

• Clear guidelines from the teacher

• Structured marking sheet– need to practise using them

in exercises before applying them to assess peer work

• Students perceived greater validity in comments provided by the teacher

Structured marking sheet - better understanding of the assessment criteria by assessing peer work

SD2%

D4%

N30%

A60%

SA4%

Final submissionConfidence that the quality of the final submission is better than the draft

SD2%

D5%

N24%

A63%

SA6%

Conclusion• Using cases in learning can encourage

students to actively examine the complexity of real-life issues.

• Working in groups in a blended learning environment has the advantage that students can receive in-time facilitation from the teacher in person and through the online environment.

• Students had greater satisfaction in the learning process and achieved better grades.