Credentials of Corresponding Author
PhD, RN, AE-C, CNE, CNEcl
The purpose of this basic qualitative study was to explore and describe the experiences of nursing faculty who have used or are using adaptive learning technology in prelicensure associate and bachelor's degree nursing programs.
Background and significance
The shifting paradigm of integrating technology with sound pedagogy in nursing education has led to adopting innovative technologies such as adaptive learning technology. Most nursing students are tech-savvy and prefer learning with technology. Some studies support adaptive technology to improve scores on course exams, standardized exams, and state licensure exams. Student benefits included active, personalized, repetitive, anytime, anywhere learning. Faculty are responsible for selecting and integrating technology; thus, faculty perspectives on adaptive learning technology can provide valuable insight into course integration and implementation strategies.
A constructivist framework was used for this study and aligned with the research question and methodology. The use of constructivism to understand and explore participant experiences and perceptions was well supported in the nursing literature.
Using a basic qualitative design, 10 female nursing faculty from associate and bachelor's degree nursing programs were interviewed using a semi-structured interview format. Inductive thematic analysis was used to analyze the data.
Four themes emerged from the data analysis: (a) exam preparation, (b) student-centered learning, (c) student engagement data, and (d) faculty value adaptive learning technology.
The findings indicated that faculty value adaptive learning technology and would recommend the technology to other faculty. Faculty perceived that the technology prepares students for exams, the state licensure exam, facilitates personalized student-centered learning, and promotes critical thinking. Faculty valued the data dashboards and insights into student performance and progression. Student engagement varied based on learning needs and student readiness to engage. Course design and grading practices also influenced student engagement. Faculty used adaptive technology to promote active learning using the flipped classroom model.
Adaptive learning technology is a valuable digital teaching and learning tool that facilitates student-centered, independent learning. Real-time data on student performance and progression provide insight into student engagement and guide teaching practices. Although student engagement with the technology varies, adding grade points and incentivizing learning may improve student engagement.
Nursing Faculty Experiences with Adaptive Learning Technology: A Qualitative Study