The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
For general enquiries email
Click here to see other Scholarly Electronic Journals published by API
For a range of research text books on this and complimentary topics visit the Academic Bookshop

Information about the current European Conference on e-Learning is available here

For infomation on the European Conference on Games Based Learning clickhere

SCImago Journal & Country Rank
Journal Issue
Volume 13 Issue 1 / Jan 2015  pp1‑56

Editor: Rikke Ørngreen, Karin Levinsen

Download PDF (free)

Editorial.pdf  pp1‑2

Karin Levinsen, Rikke Ørngreen

Look inside Download PDF (free)

Knowledge Enriched Learning by Converging Knowledge Object & Learning Object  pp3‑13

Sai Sabitha, Deepti Mehrotra, Abhay Bansal

Look inside Download PDF (free)

Differences in Intention to Use Educational RSS Feeds Between Lebanese and British Students: A Multi‑Group Analysis Based on the Technology Acceptance Model  pp14‑29

Dr. Ali Tarhini, Dr. Michael James Scott, Dr. Sujeet Kumar Sharma, Dr. Muhammad Sharif Abbasi

Look inside Download PDF (free)

Towards the Acceptance of RSS to Support Learning: An empirical study to validate the Technology Acceptance Model in Lebanon  pp30‑41

Dr. Ali Tarhini, Dr. Mohammad Hassouna, Dr. Muhammad Sharif Abbasi, Dr. Jorge Orozco

Look inside Download PDF (free)

Electronic Assessment and feedback tool in Supervision of Nursing Students During Clinical Training  pp42‑56

Sari Mettiäinen

Look inside Download PDF (free)


Abstract: The aim of this study was to determine nursing teachers and students attitudes to and experiences of using an electronic assessment and feedback tool in supervision of clinical training. The tool was called eTaitava, and it was developed in Fi nland. During the pilot project, the software was used by 12 nursing teacher and 430 nursing students. Nine of the teachers participated in the interviews and survey, and 112 students responded to the survey. The data were mainly analysed with qualitativ e methods.In the eTaitava web‑based user interface, the teacher constructs questions to map the students learning process, and sets them to be sent on a daily basis. According to the findings, four‑fifths of the students responded to the questions almost daily. They thought the software was easy to use and answering the questions took about 5 minutes a day. Based on the students and teachers experiences, the use of the electronic assessment and feedback tool supported supervision of clinical training. It supported the students target‑oriented learning, supervised the students daily work, and made it visible for the teachers. Responding to the software questions inspired the students cognitive learning, and based on the responses, the teachers notice d which students needed more support and could consequently allocate them more supervision time. Responding also supported the students continuous self‑evaluation, and considering the responses structured the students and teachers final assessment disc ussion. By means of the electronic assessment and feedback tool, it is possible to promote learning during clinical training by challenging students to reflect on their learning experiences. Students professional development process can be supported thr ough pedagogically planned conceptual supervision which is integrated into experiential learning during clinical training.The findings of the pilot study were encouraging, indicating that the method is worth further development and potentially useful in s upervision in all fields of education. 


Keywords: Keywords: eLearning, mobile application, nursing, clinical training, supervision, reflection


Share |