Abstract The project is a qualitative study in how to organize a learning environment that, using ICT supported learning, may maintain the knowledge and skills acquired in connection with a cardiopulmonary resuscitation basic course. Furthermore the project examine how crucial competences to be used in critical situations like a resuscitation situation, can be strengthened.
With a social constructivism learning approach as the basis and action research as a research approach, the problem area is investigated in the form of a case study, consisting of an existing cardiopulmonary resuscitation course.
The problem area is identified by conducting trials of three selected concepts to share with subsequent focus group interviews of three participants and a teacher, who have participated in the basic course. The interview method is the Appreciative Inquiry.
The study was conducted by development of three prototypes of e-learning activities. The three tested prototypes were: 1. Self-generated pressure module, connected to a computer that can be used to train cardiac massage with rhythmic music as support. 2. Blog for writing experiences. 3. Videos of real-life resuscitation situations. The conclusion is that skills in form of cardiac massage largely can be maintained using a pressure module if the module is equipped with a realistic sense of compression. The rhythm of music can in this context be used as a supporting tool. Learning by cardiac massage can be complemented with a competition part as motivation to use this feature. Knowledge can be maintained by using blog and video if they appear realistic and present. Participation in a blog and use of video can provide virtual experience that is likely to strengthen the critical skills and hence the ability to handle such a critical situation. Further it is concluded that the opportunity to learn in different ways should be a priority in the organizing of the ICT supported part of the course. Kolb's four learning styles are found suitable as inspiration for how the e-learning environment can be planned so that multiple learning styles are accommodated. Finally it can be concluded that the use of the concept only seems realistic if the application is linked with social learning activities anchored in the workplace.