University of Western Sydney, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, NSW 2522, Australia.
Nurse Educ Today. 2019 Sep;80:34-39. doi: 10.1016/j.nedt.2019.06.003. Epub 2019 Jun 11.
To examine the usefulness of the annotated exemplar as an academic support strategy, and explore the characteristics of students who were more likely to engage with this academic support tool. Additionally, to identify if there was any influence on the academic performance in the assessment activity among those who engaged with the annotated exemplar.
Annotated exemplars have the potential to target students en masse and provide meaningful, task specific comments that guide students prior to assessment submission. Effective strategies to support student learning are needed as nursing students are increasingly entering tertiary studies from non-traditional backgrounds.
A cohort study was used to collect administrative data, academic grades and annotated exemplar usage statistics.
A large multi-campus university in NSW, Australia during Spring semester 2016.
Second year undergraduate students enrolled in a single unit in the Bachelor of Nursing Program.
Quantitative data related to marks, grades and usage information; and demographic data and contact details were extracted from the online learning management system and student electronic records.
Of the 1120 students enrolled in the unit, 49.5% of students engaged with the annotated exemplar. Students more likely to engage with the tool were older, female, born outside of Australia and had higher hit rates on the online learning management site. Of those who engaged with the annotated exemplar, there was no demonstrated increase in assessment mark.
To improve student performance it is essential that feedback is engaging and effective. While, in this study, use of the annotated exemplar was not reflected in student marks, it is unclear how students may have performed without access to the exemplar. Further research is required to explore the reasons why students did not engage with the annotated exemplar and, for those who did, why the intervention did not impact on assessment mark.
检验注释范例作为学术支持策略的有效性，并探讨更倾向于使用该学术支持工具的学生的特征。此外，确定在评估活动中，与注释范例互动的学生的学术表现是否受到影响。
注释范例有可能大规模地针对学生，并提供有意义的、特定于任务的评论，在提交评估之前指导学生。随着护理学生越来越多地从非传统背景进入高等教育，需要有效的支持学生学习的策略。
采用队列研究收集行政数据、学术成绩和注释范例使用统计数据。
澳大利亚新南威尔士州一所大型多校区大学，于 2016 年春季学期进行。
注册护理课程单门单元的二年级本科生。
从在线学习管理系统和学生电子记录中提取与分数、成绩和使用信息相关的定量数据，以及人口统计学数据和联系方式。
在该单元注册的 1120 名学生中，有 49.5%的学生与注释范例进行了互动。更倾向于使用该工具的学生年龄较大、女性、在澳大利亚境外出生，并且在在线学习管理网站上的点击率更高。在与注释范例进行互动的学生中，评估分数并没有明显提高。
为了提高学生的表现，反馈必须具有吸引力和有效性。虽然在这项研究中，使用注释范例并没有反映在学生的分数上，但尚不清楚如果学生无法获得范例，他们的表现会如何。需要进一步研究以探讨学生不参与注释范例的原因，以及对于那些参与的学生，为什么干预措施没有对评估分数产生影响。
