Select technology-based learning elements intentionally across four design considerations, chosen to align with stakeholders and learning theory¶

Strategy · All strategies
Evidence · 5 claims (4 for, 1 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The review's concluding recommendation is that among the heterogeneity of teaching strategies, educators should work with four prominent design considerations: "selecting online versus face-to-face learning tasks, optimising multimedia design, ensuring there is clinical skill practice and enabling high-quality interaction with educators and peers". These elements should be chosen intentionally to align with students, educators and stroke survivors, and based on theories and models of teaching and learning. In rural contexts, solutions may need to account for resource challenges such as technology infrastructure and stroke clinical expertise.

Design Implications¶

Context¶

Requirements¶

• Alignment with teaching and learning theories, defined student learning outcomes and the needs of stroke survivors
• Intentional selection aligned with the stakeholders involved, including students, educators and stroke survivors

Constraints¶

• In a rural context, innovative solutions may need to account for resource challenges, such as technology infrastructure and skill, and stroke clinical expertise

Target Learners¶

• Health students in stroke-related clinical placements, particularly in rural student-resourced services

Target Learning Goals¶

• Stroke clinical knowledge and skills, including assessment, treatment, and interprofessional practice

Affordances¶

• Blended Learning Intentional Integration Definition

Claims¶

• Face-to-face learning enabled direct educator feedback and skill practice, and one online clinical tool showed less value in clinical placement than classroom use [~W]
• Performance feedback supported skill accuracy and was equally effective when provided by an educator as by automated means in a virtual simulation [+W]
• Content analysis identified four facilitatory features of technology-based teaching: delivery mode, multimedia design, clinical skill practice, and interaction or feedback [+W]
• Multimedia design was a frequently reported facilitator, and one study found e-modules with more sophisticated visual and interactive features led to stronger learning outcomes [+W]
• Online delivery was reported to enhance geographical access, enable flexible student-led learning, and increase teaching efficiency [+W]

Related Strategies¶

• Select feedback technology to match the learner population, setting and learning objective, and reinforce with spaced booster training
• Design high-quality simulation and metaverse content with alignment to learning objectives, interactivity, and developmentally integrated deliberate practice from basic to advanced skills

Examples¶

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Key Sources¶

• Bower K, Scrivener K, Larkins S, Seaton C, Carlisle K. (2026). Technology-based teaching to support health students’ clinical skills in stroke recovery: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-08709-7