SELFLEARNING

MODULES

SELF-LEARNING MODULES
Also called self-directed learning modules,
self-paced learning modules, self-learning
packets, and individualized learning activity
packages.
A self-learning module can be defined as a
self-contained unit or package of study
materials for use by an individual.

Components of Self-learning Modules

What does a self-learning module consist of?
The components are fairly standard:
Introduction and instructions
Behavioral objectives
Pretest
Learning activities
Self-evaluations
Posttest

Behavioral Objectives
No different from those you have already about and written.
They express, in a clear language, what the learner will be
able to do on completion of the module.

Pretest
Helps learners evaluate which sections of the module they
might skip over and which ones they need to study in depth.
A section that assesses prerequisite knowledge.

Learning activities
Make up the most creative portion of the self-learning
module.
Activities are designed that will help the learner achieve the
objectives.

Activities might include:

Reading textbook chapters, articles, or pamphlets
Reviewing handouts, charts, pictures, or diagrams
Attending short lectures, speeches, or demonstrations
Answering study questions and getting feedback
Watching a movie or slide presentations
Using a computer program
Practicing a psychomotor skill in a laboratory
Participating in a discussion group

Posttest
Used to determine whether learners have mastered the

module objectives.
May be an objective-item test, a case study, a written
assignment such as a care plan, or demonstration of a
psychomotor skill.

Developing a Module
Plans for developing a model should be undertaken weeks or months before it

will be needed, because module development is a time-consuming process.

Behavioral Objectives
1. The first step in the development process is writing the objectives for the
module. With due deliberation, you arrive at the following objectives:
2. Perform an assessment of intestinal elimination on a live simulated patient
(videotaped or performed during a scheduled appointment with the instructor)
correctly, including all critical elements.
3. Explain the effects of infection and inflammation on the gastrointestinal tract.
4. Differentiate between any three infectious or inflammatory gastrointestinal
disorders in terms of pathology, patient problems, and nursing interventions.
5. View a computer simulation of a patient with inflammatory bowel disease and
list the patient's problems, your proposed interventions, and the rationale for
those interventions.
6. Analyze why a given list of nursing interventions would be used for a patient
with an obstructed small bowel.
7. Write and implement a teaching plan for a patient (a friend or colleague) with
a selected inflammatory disorder.

Pretest
Identified the basic content you want to include. Now you should decide

what knowledge the learner would have to bring to the learning

experience in order to progress through the module.
The pretest would also include some questions that assess knowledge of
the content of the module itself.

Learning Activities
You now have a pretty good idea of where you want the learner to go, but

you still have to decide how you are going to help the learner get there.
To address various learning styles, you may choose some learning
activities that are visual, some auditory, and some tactile.

Self-Evaluation
Self-evaluation guides should be developed to accompany each unit.

These guides are short quizzes based on the objectives that enable
learners to check their progress. The answers to the self-evaluation
guides be placed at the end of the module for quick feedback.

Posttest
The posttest is usually, at least in part, a written examination. It may

consist of multiple-choice questions and matching items, essay questions,

or case studies with questions.
If a student does not achieve mastery in the first posttest, he or she is
directed to repeat portions of the module and then must repeat the
posttest.

Introduction and Instructions

This portion of the self-learning module tells the learner how to work

through the module, how to use the pretest and self-evaluation guides,
where to locate resources, what procedures to use for handing in
assignments or scheduling skill tests, and what the roles of the educator
and learner are.

Pilot Testing
Have one or two people work through the module. Their experience will

tell you if there are unforeseen snags or flaws in the module and will give
you an idea of the amount of time it will take for the learner to complete
all activities.

Advantages and Disadvantages of Selflearning Modules

ADVANTAGES:
include the ability to learn independently and at one's own
pace and in one's own time
promote active learning and provide immediate feedback on
performance
For educators, in academic settings, faculty who are
frustrated with not having the time to help students who are
struggling with course material in a traditional learning
system have that opportunity in the individualized approach.
Modules make it possible for a curriculum to be
standardized, if that is desired. All learners using the same
module will reach the same learning outcomes.
Reduce travel time for conferences and reduce the amount
of time that staff nurses have to be away from their units.

DISADVANTAGES:
include the fact that some learners may miss
learning with other people and miss
interactions that take place in a classroom.
learners may be less than honest about their
result and thus forego needed learning.
modules take many hours to design and test

Research on Effectiveness
Nikolajski (1992) compared module use to

classes with lecture/slide presentations and

found both groups had significant learning
gains, but the gains were greater for the
lecture group.
Lamb and Henderson (1993) found that
comparing groups given lectures versus those
using modules, the module group had
significantly higher posttest scores.