Effective e‐learning for health professionals and students—barriers and their solutions. A systematic review of the literature—findings from the HeXL project

Childs, Sue; Blenkinsopp, Elizabeth; Hall, Amanda; Walton, Graham

doi:10.1111/j.1470-3327.2005.00614.x

Cited by 364 publications

(382 citation statements)

References 39 publications

(264 reference statements)

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“…The use of e-learning materials can be enhanced by providing prompts or reminders to learners to review material 20 and allowing work based study time 19,21 . Usage is also improved if materials are well presented and easy to navigate 22 , the course provides a certificate of accreditation 18 , users can assess and validate their own knowledge 22 and have a mechanism for support / feedback from faculty 22 .…”

Section: Discussionmentioning

confidence: 99%

The effect of pre-course e-learning prior to advanced life support training: A randomised controlled trial

et al. 2010

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Section: Discussionmentioning

confidence: 99%

The effect of pre-course e-learning prior to advanced life support training: A randomised controlled trial

et al. 2010

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“…Technology changes quickly, and many faculty are unable to keep up with the knowledge, skills, and expertise required to deal with the moving target of technology (Childs, Blenkinsopp, Hall, & Walton, 2005). According to some researchers (e.g., Childs et al, 2005;Jones & Wolf, 2010), faculty must develop competencies in order to integrate technologies successfully into their teaching and learning practices. Faculty involved in e-learning must likewise integrate web-based and online delivery techniques, engagement strategies, and other activities grounded in evidence-based pedagogical principles into their e-teaching repertoires.…”

Section: E-learning: the Faculty Perspectivementioning

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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“…Also it enables a consistent delivery of content, improves tracking, and information overload. (8)(9)(10)(11) .…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Nursing Student’s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia

Ali

2012

IJLD

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Background; the use of information technology and the internet as teaching and learning tool is rapidly expanding into today's learning environments. Education institutions in the Kingdom of Saudi Arabia (KSA) are preparing students for a rapidly changing information and technology driven world. The KSA needs graduates who are ready for the workplace and who have a high level of knowledge and confidence in the use of technology to help them in their lifelong learning. Since e-learning is conducted using the Internet and World Wide Web, the learning environment becomes more complicated. Students' initial perceived satisfaction with technology-based e-learning will determine whether they will use the system continually. So this study aimed to assess perceived e-learner satisfaction and investigate the preceding factors influence on nursing students' satisfaction with e-learning experience in King Khalid University. Subjects: A convenience sample of 135 female nursing students affiliated to University Center for Female Studies, King Khalid University was enrolled in this study. Tool: data were collected by using three tools. The first was concerned with collecting data related to sample characteristics, the second concerned with identifying the factors that may affect the e-learner satisfaction with e-learning. The third concerned with measuring the learner satisfaction with e-learning. Results; revealed that 61.5% of participant students were unsatisfied with their e-learning experience and learner attitude towards computer, learners' computer anxiety, e-learning course flexibility, e-learning course quality, technology quality, perceived usefulness, perceived ease of use, diversity in assessment, and learner perceived interaction with others were the critical factors affecting learners' perceived satisfaction. Recommendation &implications: Helping students build their confidence in using computers

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Effective e‐learning for health professionals and students—barriers and their solutions. A systematic review of the literature—findings from the HeXL project

Cited by 364 publications

References 39 publications

The effect of pre-course e-learning prior to advanced life support training: A randomised controlled trial

The effect of pre-course e-learning prior to advanced life support training: A randomised controlled trial

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

Factors Affecting Nursing Student’s Satisfaction with E- Learning Experience in King Khalid University, Saudi Arabia

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