E-learning: Is This Teaching at Students or Teaching With Students?

Muirhead, Robert John

doi:10.1111/j.1744-6198.2007.00085.x

Cited by 32 publications

(22 citation statements)

References 25 publications

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“…There is no dispute that e-learning has exploded in popularity (Allen & Seaman, 2013;Cramer, Collins, Snider, & Fawcett, 2007;Kerns, McDonough, Kolynch, & Hogan, 2006;McCord & McCord, 2010;Muirhead, 2007). This limited review of the literature highlights the perspectives of e-learning stakeholders including faculty and students, as well as the role of design in e-learning.…”

Section: Review Of the Literaturementioning

confidence: 99%

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

Carter

Salyers

Myers³

et al. 2014

cjsotl-rcacea

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This paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and webconferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments.Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.Cet article présente les résultats qualitatifs d'une étude de recherche à méthodes mixtes menée dans trois établissements canadiens d'études supérieures. L'étude, intitulée « The Meaningful E-Learning » ou projet MEL, consistait en une exploration des expériences d'enseignement et d'apprentissage de professeurs et d'étudiants ainsi que leurs perceptions des avantages et des défis de l'apprentissage électronique. Chose importante, l'apprentissage électronique a été conceptualisé pour que soient intégrés la pédagogie, la technologie éducative et l'emploi d'internet pour former des environnements d'enseignement et d'apprentissage. Sur la base de cette définition, les participants se sont penchés sur l'apprentissage électronique par rapport à un ou plusieurs des contextes suivants : la salle de classe en situation de face-à-face, où des technologies éducatives (par ex. systèmes de gestion de l'apprentissage, vidéo-conférences et conférences web, appareils mobiles) sont utilisées, des environnements mixtes ou optimisés par le web et des environnements d'apprentissage entièrement en ligne.Les données recueillies lors de l'étude comprennent des données d'enquête (n=1377 pour les étudiants, n=187 pour les professeurs), des commentaires narratifs (n=269 pour les étudiants, n=74 pour les professeurs) ainsi que des groupes de discussion (n=16 pour les étudiants, n=33 pour les professeurs). Les deux derniers ensembles de données constituent la base de cet article. Quat...

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Section: Review Of the Literaturementioning

confidence: 99%

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

Carter

Salyers

Myers³

et al. 2014

cjsotl-rcacea

View full text Add to dashboard Cite

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“…Questions have been asked about the adequacy of e-learning for preparing students for clinical practice (Muirhead, 2007) and the potential for social isolation (Motiwalla & Tello, 2000)particularly amongst Māori (New Zealand indigenous people) learners (Porima, 2011). Research, however, supports the use of new media in education and Blum (1999) identified that e-learning appears to suit mature women with family responsibilities-a demographic profile similar to that of our students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Examples include postgraduate programmes for registered nurses in rural Australia (Harris, Connolly, & Feeney, 2009); online discussion and faceto-face workshops for Scottish midwives for perinatal mental health education (Forrest, 2005); interactive scenario-based online modules for medical students (Lewin, Singh, Bateman, & Glover, 2009); and the use of video clips for distance physiotherapy students to test their neurological assessment skills (Davies et al, 2011). Caution is urged with blended learning (Bozarth, Chapman, & LaMonica, 2004), as online course material is potentially introduced without attention to the different kind of thinking required for students using this mode of learning (Muirhead, 2007). While such formats have the potential to provide higher education to ever larger groups of students, the structure and content need to stimulate the development of the critical thinking required for effective decision making in practice settings.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Further, this combination of face-to-face teaching and online selfdirected resources has been shown to support the development of communities of learning (Wenger, McDermott, & Snyder, 2002 , 2011). Caution is urged with blended learning (Bozarth, Chapman, & LaMonica, 2004), as online course material is potentially introduced without attention to the different kind of thinking required for students using this mode of learning (Muirhead, 2007). While such formats have the potential to provide higher education to ever larger groups of students, the structure and content need to stimulate the development of the critical thinking required for effective decision making in practice settings.…”

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confidence: 99%

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Celebrating and honouring midwifery in New Zealand

Crowther¹

2015

nzcomjnl

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JOURNALMidwifery practice arrangements which sustain caseloading Lead Maternity Carer midwives in New Zealand. The impact on midwives of their first stillbirth.Clinically overweight and obese mothers and low rates of breastfeeding: Exploring women's perspectives.ABC by LMC midwives: an innovative intervention to support women to become smoke-free in pregnancy. Guidelines for Contributors to the New Zealand College of Midwives JournalThe Journal focuses on midwifery issues and women's health, it has a readership of midwives and others involved in pregnancy and childbearing, both in New Zealand and overseas.The Journal is printed once each year (December) and uses electronic article based publishing so that papers are published and disseminated as soon as possible. The advantages of article based publishing are:• Articles are processed more quickly • Articles can be disseminated electronically, making them readily available• Improved ability to cite immediately without the need to wait until an issue is complete and then printed• Improved global availability, as each paper is provided with a DOI and put onto the New Zealand College of Midwives website three months after first circulation.Within electronic article based publishing the editors build each issue as an "issue in progress" from papers that have been submitted and accepted for publication. Once an issue is complete, it is printed.The Journal welcomes original research, literature reviews, exemplars/practice stories/case studies, audits and research methodology articles. In general, articles should be between 500-4000 words. It is important that articles submitted for review have not been published previously in any form.The expectation is that articles protect confidentiality where necessary, and that evidence of an ethical process of consent has been undertaken. Confirmation that copyright permission has been obtained for any quoted materials is also expected (see section on copyright). All articles are subject to double blind peer review and the editors reserve the right to make the final decision regarding publication of each article. ARTICLE FORMATArticles should be submitted electronically with double line spacing and a left hand margin of 3cm and a size 12 font. The article should be submitted as an electronic file copy in a WORD document or RTF file.Authors should use the following section headings: Abstract, Key words, followed by the introduction and further subheadings, depending on the type of article, to structure the article. The word count must be stated. Diagrams, tables and photographs should be labelled and supplied as computer generated items. Where these are sent separately from the text, the author/s should indicate where they should be positioned in the article.In addition, authors are requested to provide the following details in a separate "Author information" document (this will not be sent to the reviewers):• Name and qualifications• Occupation (current area of practice/expertise)• Email address and daytime phone number for corre...

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“…Muirhead (2007) echoes this by citing the importance of socialization in nurse education, and questions whether this is really achievable within an e-learning context. He suggests that most e-learning development is shaped by the concerns of pedagogy rather than andragogy, and that this may represent a shortfall in higher education rather than in learning technologies themselves (Muirhead, 2007:182).…”

Section: Socializationmentioning

confidence: 99%

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

Kiteley

Ormrod

2009

Nurse Education Today

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SummaryE-learning approaches are incorporated in many undergraduate nursing programmes but there is evidence to suggest that these are often piecemeal and have little impact on the wider, nurse education curriculum. This is consistent with a broader view of e-learning within the higher education (HE) sector, which suggests that higher education institutions (HEIs) are struggling to make e-learning a part of their mainstream delivery (HEFCE, 2005). This article discusses some of the challenges that face contemporary nurse education and seeks to account for reasons as to why elearning may not be fully embedded within the undergraduate curriculum. These issues are considered within a wider debate about the need to align e-learning approaches with a shift towards a more student focused learning and teaching paradigm. The article goes on to consider broader issues in the literature on the adoption, embedding and diffusion of innovations, particularly in relation to the value of collaboration. A collaborative, team-based approach to e-learning development is considered as a way of facilitating sustainable, responsive and multidisciplinary developments within a field which is constantly changing and evolving.

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E-learning: Is This Teaching at Students or Teaching With Students?

Cited by 32 publications

References 25 publications

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning

Celebrating and honouring midwifery in New Zealand

Towards a team-based, collaborative approach to embedding e-learning within undergraduate nursing programmes

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