What Does It Mean to Prepare for Class? A Case Study on Students' Study Habits in a Nursing Educational Programme
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| Title: | What Does It Mean to Prepare for Class? A Case Study on Students' Study Habits in a Nursing Educational Programme |
|---|---|
| Language: | English |
| Authors: | Tobias Alexander Bang Tretow-Fish, Bjarke Lindsø Andersen, Thilde Emilie Møller, Anne-Mette Nortvig |
| Source: | Journal of Learning Development in Higher Education. 2024 (30). |
| Availability: | Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Study Habits, Nursing Education, Student Attitudes, Educational Resources, Educational Technology, Student Diversity, Artificial Intelligence, Emotional Response, Readiness, College Students |
| Geographic Terms: | Denmark |
| ISSN: | 1759-667X |
| Abstract: | This article presents findings from a research project that aimed to replace physical books with an adaptive learning platform, Area9 Rhapsode™, for nursing students' class preparation. As the project expanded, it became evident that students employed diverse preparation practices, prompting an investigation into their preparation habits. This is done through the following research questions: (1) how do students feel about class preparation? (2) what learning resources do students choose? (3) when and where do they prepare for class? This is conducted through a mixed methods design that draws on empirical data from interviews, mobile ethnography, surveys, and log data. The results highlight the wide range of resources students utilise, including digital and analogue tools, the various temporal patterns of preparation, and students' spectrum of feelings in their preparation. The findings suggest the importance of understanding individual students' preparation habits to facilitate targeted teaching approaches that cater to diverse learning needs. The article contributes to the existing literature on study habits and strategies, emphasising the need for educators to recognise and adapt to students' unique preparation behaviours in order to enhance their academic success. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431546 |
| Database: | ERIC |
| Abstract: | This article presents findings from a research project that aimed to replace physical books with an adaptive learning platform, Area9 Rhapsode™, for nursing students' class preparation. As the project expanded, it became evident that students employed diverse preparation practices, prompting an investigation into their preparation habits. This is done through the following research questions: (1) how do students feel about class preparation? (2) what learning resources do students choose? (3) when and where do they prepare for class? This is conducted through a mixed methods design that draws on empirical data from interviews, mobile ethnography, surveys, and log data. The results highlight the wide range of resources students utilise, including digital and analogue tools, the various temporal patterns of preparation, and students' spectrum of feelings in their preparation. The findings suggest the importance of understanding individual students' preparation habits to facilitate targeted teaching approaches that cater to diverse learning needs. The article contributes to the existing literature on study habits and strategies, emphasising the need for educators to recognise and adapt to students' unique preparation behaviours in order to enhance their academic success. |
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| ISSN: | 1759-667X |
