Leonard Nungu, Evode Mukama, Ezechiel Nsabayezu
Online collaborative learning and cognitive presence in mathematics and science education. Case study of university of Rwanda, college of education
Education and information technologies
prepandemic period saw rise webbased teaching however webbased tools teaching essential clinical skill cognitive empathy also known perspective taking remain limited tools needed require testing ease use understanding students study aimed evaluate usability shoes webbased empathy training portal application students using quantitative qualitative methods 3phase formative usability study used mixed methods design mid2021 conducted remote observation student participants interacting portal application qualitative reflections captured followed data analysis iterative design refinements application overall 8 third fourthyear nursing students undergraduate baccalaureate program canadian university western province manitoba included study participants phases 1 2 remotely observed 3 research personnel engaged predefined tasks phase 3 two student participants asked use application liked environments videorecorded exit interview thinkaloud process conducted participants responded system usability scale calculated descriptive statistics performed content analysis analyze results small study included 8 students range technology skills usability themes based participants comments applications appearance content navigation functionality biggest issues participants experienced navigating applications tagging features video analysis length educational material also observed variations 2 participants system usability scores phase 3 may different comfort levels technology however additional research required made iterative refinements prototype application eg added popup messages provided narrated video applications tagging function based participant feedback increasing engagement webbased teaching technology become essential medium receiving health care education developed novel prototype application supplemental classroom tool foster students selfdirected learning empathy study provided direction refinements optimize usability satisfaction innovative application qualitative feedback revealed favorable input toward learning perspective taking place web helpful recommendations improving user experiences application could fully assess applications key functions owing covid19 protocols thus next step obtain feedback larger sample student users whose experiences performing live video capture annotation analysis authentic wholesome refined application discuss findings relation research nursing education perspective taking adaptive elearning