What does it mean to prepare for class? A case study on students’ study habits in a nursing educational programme

Authors

  • Tobias Alexander Bang Tretow-Fish Technical University of Denmark
  • Bjarke Lindsø Andersen University College Absalon https://orcid.org/0000-0003-4214-9789
  • Thilde Emilie Møller University College Absalon
  • Anne-Mette Nortvig University College Absalon

DOI:

https://doi.org/10.47408/jldhe.vi30.1048

Keywords:

adaptive learning platform, study habits, student preparation, nursing education

Abstract

This article presents findings from a research project that aimed to replace physical books with an adaptive learning platform, Area9 Rhapsode™, for nursing students’ class preparation. As the project expanded, it became evident that students employed diverse preparation practices, prompting an investigation into their preparation habits. This is done through the following research questions: (1) how do students feel about class preparation? (2) what learning resources do students choose? (3) when and where do they prepare for class? This is conducted through a mixed methods design that draws on empirical data from interviews, mobile ethnography, surveys, and log data. The results highlight the wide range of resources students utilise, including digital and analogue tools, the various temporal patterns of preparation, and students’ spectrum of feelings in their preparation. The findings suggest the importance of understanding individual students’ preparation habits to facilitate targeted teaching approaches that cater to diverse learning needs. The article contributes to the existing literature on study habits and strategies, emphasising the need for educators to recognise and adapt to students’ unique preparation behaviours in order to enhance their academic success.

Author Biographies

Tobias Alexander Bang Tretow-Fish, Technical University of Denmark

Tobias Tretow-Fish is a Ph.D. Student at the Technical University of Denmark. In his research he focuses on adaptive learning technologies and learning analytics. He is simultaneously affiliated with the ‘Digital Learning Resources and Didactic Design’ environment at University College Absalon where he is associated with the teachers’ education.

Bjarke Lindsø Andersen, University College Absalon

Bjarke Lindsø Andersen specialises in Science and Technology Studies with a focus on digital tech, learning, education, and technology comprehension. He is affiliated with the ‘Digital Learning Resources and Didactic Design’ environment at University College Absalon where he is associated with the teachers’ education.

Thilde Emilie Møller, University College Absalon

Thilde Emilie Møller specialises in technology comprehension and the integration of technology in teacher education and digital learning environments. She is also affiliated with the ‘Digital Learning Resources and Didactic Design’ environment at University College Absalon where she is associated with the teachers’ education.

Anne-Mette Nortvig, University College Absalon

Anne-Mette Nortvig explores IT's impact on learning, emphasising technology’s role in teaching and meaningful experiences. She is affiliated with the ‘Digital Learning Resources and Didactic Design’ environment at University College Absalon where she is associated with the teachers’ education.

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Published

27-03-2024

How to Cite

Tretow-Fish, T. A. B. (2024) “What does it mean to prepare for class? A case study on students’ study habits in a nursing educational programme”, Journal of Learning Development in Higher Education, (30). doi: 10.47408/jldhe.vi30.1048.

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