- Title
- User experience requirements for the integration of blended learning technologies into anatomy and physiology
- Creator
- Buckle, Maria Magdalena
- Subject
- Web-based instruction
- Subject
- Educational technology Internet in education Computer-assisted instruction -- Curricula -- Planning Anatomy Physiology
- Date Issued
- 2019
- Date
- 2019
- Type
- Thesis
- Type
- Masters
- Type
- MHSc
- Identifier
- http://hdl.handle.net/10948/37874
- Identifier
- vital:34257
- Description
- Blended learning is currently the recommended mode of teaching at Nelson Mandela University and typically refers to a mix of traditional methods of teaching and learning integrated with technology, in particular, online delivery methods. In this blended learning study, a web-based learning programme, WileyPLUSLS, in combination with the assessment functions of the learning management system, Moodle, introduced the technology component into the teaching and learning of Anatomy and Physiology. User experience (UX) studies investigate the experiences of a user when using a product or system. Because very little is currently known about the UX when WileyPLUSLS and Moodle are integrated into the teaching and learning of Anatomy and Physiology, this study aims to determine the participants’ UX to compile a set of UX requirements. The purpose of these UX requirements is to inform designers if the programmes WileyPLUS and Moodle function as they should and to modify them, if needed, to improve their usability. These UX requirements also aim to support and guide the integration of blended learning technologies into the curriculum of Anatomy and Physiology and other disciplines alike. The research design selected for this study was in the form of a case study conducted on the 2016 first-year BHSc: MLS (Bachelor of Health Sciences in Medical Laboratory Science) class at Nelson Mandela University. Pre-study investigations on infrastructure, connectivity and e-readiness were conducted to lay the groundwork for the case study and to inform its rationale. Data was collected from literature studies, online UX questionnaires, semi-structured interviews and researcher observations. A mixed methods approach to data analysis was adopted. Quantitative data from the UX questionnaire were analysed by means of descriptive statistics, whereas qualitative data from semi-structured interviews, open-ended questions from UX questionnaire and researcher observations were analysed via content analysis. Subsequently the analysis and triangulation of the data culminated into UX requirements, which were categorised into the following classifications, namely infrastructure, human resources, educational content and online learning systems. This case study illuminated many major issues regarding connectivity, e-readiness, unequal access to online learning, the importance of security features for online summative assessments, the usefulness of commercial web-based learning programmes and the confounding effect of the #FeesMustFall (FMF) protest movement. Finally, the influence of artificial intelligence (AI) on online learning and the workplace was addressed. This research was successful in compiling the UX requirements to inform designers regarding the usability of their systems and to guide the integration of online programmes into the curriculum, especially in the South African context of limited and slow connectivity.
- Format
- xxi, 323 leaves
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela University
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NMU School of Medicinal Sciences
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Maria Magdalena Buckle.pdf | 13 MB | Adobe Acrobat PDF | View Details Download |