Hybrid e-learning approach to health policy

Weaver, Salome Bwayo; Oji, Valerie; Ettienne, Earl; Stolpe, Samuel F.; Maneno, Mary

doi:10.1016/j.cptl.2013.11.013

Cited by 7 publications

(10 citation statements)

References 14 publications

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“…E-learning was found to be a well-accepted and effective learning method in all but five [11,34,42,45,55] of the fifty-six studies reviewed. In these five studies, failure to be effective or well-accepted occurred regardless of topic or delivery method.…”

Section: Discussionmentioning

confidence: 99%

“…In three [34,42,45] of the five studies, methodological flaws may instead explain either the superior performance of the control [42,45] or the failure of the intervention to result in a significant change in a measure of effectiveness [34]. These include flawed study design introducing differences between the control and intervention groups [45]; a significantly higher baseline knowledge in the control group [42], greater incentive for the control group to learn course content [42]; loss to follow up in the control group of greater than 50% [42]; and insufficient sample size [34]. In one of these studies [11], e-learning did result in a significant improvement in the skills and/or knowledge of the participants, but the e-learning intervention was outperformed by the control and thus, could not be considered to be effective.…”

Section: Discussionmentioning

confidence: 99%

“…Eight (14.3%) studies involved pharmacists [10][11][12][13][14][15][16][17], one (1.8%) involved pre-registration pharmacists [18], forty-six (82.1%) involved pharmacy undergraduate students and one (1.8%) involved both pharmacists and pharmacy students [9]. The number of participants ranged from eight in the smallest study [34], up to seven hundred and ninety-two in the largest [13].…”

Section: Participantsmentioning

confidence: 99%

“…Studies also identified a number of advantages of e-learning, which include increased convenience [10,12,17,21,28,29,38,52,56], the ability to protect 'in class time' [20,33,35,50,55,57,63], the empowerment of students to take responsibility for their own learning [17,20,33,35,50,56,57,63] found the e-learning intervention to be effective in increasing the knowledge or skills of the participants. In 2 of the 3 studies that did not have a positive outcome, Weaver et al, [34] and DeMella et al, [62] examined the delivery of a blended health policy course and an online ethics course, respectively, to pharmacy students. In both studies students completed pre-and post-course assessments and there was not a statistically significant difference between pre-and postintervention performance.…”

Section: Interventionmentioning

confidence: 99%

“…These findings are therefore vulnerable to response bias as well as recall bias, when participants were required to make a post-intervention assessment of their pre-intervention skills, knowledge or confidence [65,66]. Several studies were limited by their small sample size [11,16,29,30,34,36,59,61] and only four studies [9,32,43,57] reported calculation of sufficient power to detect a statistically significant difference. Twelve studies (21.4%) had a poor response rate (less than 60%) [9,10,12,14,18,19,22,39,40,46 ,60,62] and four (7.1%) studies [26,29,37,53] did not report response rate.…”

Section: Limitations Of the Studiesmentioning

confidence: 99%

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A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

O'Hare

Girvin²

2018

PPPS

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In response to the increasing use of a range of technologies within pharmacy education, this review aimed to establish the effectiveness and acceptance of e-learning within pharmacy education and to identify limitations within the research carried out since 2013. The e-learning interventions studied were defined as any online or computer-based technology* used to deliver pharmacy education to pharmacy students or qualified pharmacists in a remote (out of classroom) setting. Evidence of short-term effectiveness of e-learning was found and a small number of studies provided evidence of long-term effectiveness. In comparisons, e-learning was demonstrated to be at least as effective as traditional face-to-face teaching methods and superior to no training at all. Six studies also demonstrated that e-learning could result in a change of pharmacists' practice, while no evidence was found that e-learning could lead to patient benefit or improvements in care. E-learning also appears to be an engaging learning method, which is generally well received among participants. Despite a significant increase in the number of publications investigating e-learning within pharmacy education in the past five years, further research is still required to address limitations within the current literature and to fully establish the effectiveness of e-learning within pharmacy education. *excluding technologies that are recreational in nature, e.g. computer games.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Participantsmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

Section: Limitations Of the Studiesmentioning

confidence: 99%

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A Narrative Overview of the Effectiveness of E-learning in Pharmacy Education

O'Hare

Girvin²

2018

PPPS

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In search of attributes that support self-regulation in blended learning environments

2016

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Blended forms of learning have become increasingly popular. Learning activities within these environments are supported by a large variety of online and face-to-face interventions. However, it remains unclear whether these blended environments are successful, and if they are, what makes them successful. Studies suggest that blended learning challenges the self-regulatory abilities of learners, though the literature does little to explain these findings; nor does it provide solutions. In particular, little is known about the attributes that are essential to support learners and how they should guide course design. To identify such attributes and enable a more thoughtful redesign of blended learning environments, this systematic literature review (n = 95) examines evidence published between 1985 and 2015 on attributes of blended learning environments that support self-regulation. The purpose of this review is therefore to identify and define the attributes of blended learning environments that support learners' selfregulatory abilities. Seven key attributes were found (authenticity, personalization, learner-control, scaffolding, interaction, cues for reflection and cues for calibration). This review is the first to identify and define the attributes that support self-regulation in blended learning environments and thus to support the design of blended learning environments. This study may serve to facilitate the design of blended learning environments that meet learners' self-regulatory needs. It also raises crucial questions about how blended learning relates to well-established learning theories and provides a basis for future research on self-regulation in blended learning environments.

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