Impact of Technology Enhanced Learning
In Transnational Higher Education (TNHE)
Dr Nirmala Devi Arunasalam
1 May 2014
AIM
Malaysian nurses views on
Technology Enhanced Learning
in TNHE post-registration nursing
degree programmes
TNHE POST-REGISTRATION
NURSING PROGRAMMES
Upgrade diploma qualifications (240 credits) to a degree level
(360 credits).
Teaching on the programme
●
is delivered over one week for a 15 credit module and
two weeks for a 30 credit module
●
content is 100% theory
●
●
lacks a practice component
does not require clinical assessment
No automatic right of registration to practice.
Key to Nurse Education
Theoretical
knowledge
Clinical
Practice
Evidence Based Practice
used in Patient Care
Summary of Literature Review
● Limited use of online Libraries and online
resources remained unnoticed or are seriously
underutilised.
● The impact of IT on the user's job satisfaction
and quality of working life show many
contradictory and inconclusive reports.
● Acceptance of using Information Technology has
an effect on an individual's use and performance.
Research Design
Hermeneutic Phenomenology &
Ethnographic principle of cultural interpretation
Methodology
Qualitative
Method
In-depth Semi-structured Interviews
undertaken in Bahasa Malaysia & English
Sample
● Nurses who had completed the postregistration nursing degree programmes
and volunteered to be interviewed
● Convenience sample of 6 recruited from
UK followed by snowball sampling of 12
in Malaysia
Limitations
● Time
● Relationship of researcher to nurses
● Memory
Data Analysis
Benner’s (1994) hermeneutic analysis
Focus on capturing the descriptions and
meanings of the Malaysian nurses’ experiences.
On-line Teaching
“Their perception is, it is distance learning so
we have to take all the effort and do. I can’t
be asking another third party to come and
teach me, because I am doing it with you and
I am paying you so it is your responsibility”
(Int: 017).
On-line Teaching/Learning
“Long distance learning, very tough lah … The
media used is computer, we Asian we don’t use
computer that much. We only open when we
need otherwise we don’t even open” (Int: 007).
On-line Teaching/ Learning
“Distance learning difficult especially if one
is not IT savvy or have facility” (Int: 003).
Access to Internet
“We difficult get internet university …
sometimes I try, try, try, 30, 40, 50 minutes,
nothing … I fed up and close” (Int: 011).
Language
“At Malaysia we not speaking English,
Malaysian English, we mix everything, all
mixed English Language ...” (Int: 009).
Face-to-face teaching
“I found it difficult to the language, I trying to
figure one word, she has finished sentence.
She said one die [accent], I thought Oh dear!
Who has died? Then I realise she actually
meant one day!” (Int: 016).
TNHE Academics Knowledge
The majority of TNHE academics had limited
insight and nurses assumed their knowledge
was based on “internet info, isn’t it” (Int: 014)
and “she Google lah” (Int: 013).
Short Time-frame
“Tough! In UK they learn for a long period,
three four months, but here in Malaysia it is
for only two weeks, everything has to enter
immediately. We are like blank, blank! Not
enough [time to gain understanding of
knowledge or discussion], difficult to cope,
teach, teach, we want to ask questions no
time” (Int: 014).
On-line Information
“Guidelines given on database, but not useful.
No, it is a struggle. I put in A-Z whatever I know
or feel I want, just pour it in my paper, I have to
open book, see what is in their content and then I
copy in to my content” (Int: 003).
Assessment Support
“Through email we can ask but how much can
we ask, right. Even when we ask you see
there is another cultural and language barrier.
The way we ask they don’t understand what
exactly we want and they will be
understanding different thing and they will be
replying different thing” (Int: 017).
Assessment Support
“… they say email. What we don’t
understand, when we email often, they don’t
like it, … we become a nuisance. They tell us
to wait for response, then email, but
sometimes no response for weeks! We felt
abandoned” (Int: 002).
On-line Feedback
“Till now I don’t understand, we followed
Harvard referencing. When the result came,
comment was the reference was not
appropriate. When we ask them they say
‘please refer to handbook’ but I follow
handbook!” (Int: 002).
POSITIVE OUTCOMES
“Interest to find out, certain terms I don’t
understand, I will go and search in the internet.
Before, I just ignore or not my job or ok if I don’t
know that, as long as I can understand what I
need to understand” (Int: 011)
Learning to use technology, a key skill that
most had to learn for the first time, raises the
question as to whether it must be a required
criteria for being accepted onto the programme.
The nurses previous routine ways and
practices had helped them to maintain a sense
of personal comfort and security. This was
challenged by technology enhanced learning .
For some it led to frustration whilst for others it
led to personal growth.
References
Hong, W., Thong, J.Y., Wong, W.M. & Tam, K.Y., (2002) Determinants of user acceptance of
digital libraries: an empirical examination of individual differences and system characteristics.
Journal of Management Information Systems. 18 (97-124).
Koohang, A., & Durante, A., (2003). Learners’ perceptions toward the web-based distance
learning activities/assignments portion of an undergraduate hybrid instructional model. Journal
of Informational Technology Education,. 2(105-113).
Lee, M.K.O., Cheung, C.M.K. & Chen, Z., (2005). Acceptance of Internet-based learning
medium: The role of extrinsic and intrinsic motivation. Information & Management. 42(10951104).
Ramayah, T., Jantan, M & Bushra, A., (2003). Internet usage among students of institutions of
higher learning: The role of motivational variables. The Proceedings of the 1 st International
Conference on Asian Academy of Applied Business Conference, Sabah, Malaysia, 10-12 July.
Any Questions
Email: n.d.arunasalam@herts.ac.uk