Blending Adaptive Learning Technology Into Nursing Education: A Scoping Review

Bjarke Lindsø Andersen,Anne-Mette Nortvig,Rasmus Leth Jørnø

doi:10.30935/cedtech/11370

Bjarke Lindsø Andersen, Anne-Mette Nortvig + Show 1 more

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https://doi.org/10.30935/cedtech/11370

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Abstract

Background: Adaptive and personalized learning technologies are on the rise in health education. However, to reach the potential of these technological innovations, novel learning designs are necessary, which take new possibilities and constraints into account. Aim: In this scoping review we answer the question: What characterizes learning designs where adaptive learning technologies have been blended into nursing education? Methods: Using the terms adaptive learning and nursing education with synonyms in combination, a comprehensive search in five databases were conducted. Initial search identified 340 records. 22 articles were identified as relevant and screened in full text reading and included. Final number of papers included in the review was six. Conclusion: We conclude that duration, engagement, placement of interaction in time and agency are the most commonly addressed parts of the learning design. We also find that there is a lack of pedagogical justification of the learning designs used.

Highlights

With rapid advances in machine learning, artificial intelligence and big data, the potentials of educational technology changes in equal measure
We find that there is a lack of pedagogical justification of the learning designs used
The technology holds the potential to substitute and augment the actions of the human instructor in some regards: it asks questions, the students respond and the technology provides personalized explanations, if the students are unable to answer correctly. This raises a question about the best way to integrate adaptive learning technologies’ (ALT) into nursing education with learning of both clinical, procedural skills and declarative knowledge? Should it be considered just a replacement of the textbook? Is it a new kind of continuous testing system? How do the instructors make the most of the data and content provided by the technology? How do instructors make sure that adaptive learning technology relates to and ensures a transfer from declarative knowledge to clinical practice? In this review, we provide an overview of key features and factors to address in learning design of nurse education with ALT

Summary

Introduction

With rapid advances in machine learning, artificial intelligence and big data, the potentials of educational technology changes in equal measure. A particular example of this is the new trend of ‘adaptive learning technologies’ (ALT), and ‘technology-enhanced personalized learning’. Such educational technologies aim to use input data from students to present content to be learned in a way that best suits the learners’ specific needs and conditions. A recent meta-analysis hereof concludes that the adaptive learning technologies seem to have a positive impact on the desired learning outcomes (Fontaine et al, 2019). Adaptive and personalized learning technologies are on the rise in health education. To reach the potential of these technological innovations, novel learning designs are necessary, which take new possibilities and constraints into account

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