Student-perceived barriers and facilitators to e-learning in continuing professional development in primary care

Abstract

WHAT IS ALREADY KNOWN IN THIS AREA • E-learning is being increasingly used within learning and teaching including its application within healthcare education and service provision. Multiple advantages have been identified including enhanced accessibility and increased flexibility of learning. Guidance on the generic-design and development of e-learning courses has been generated. WHAT THIS WORK ADDS • This paper provides a detailed understanding of the barriers and facilitators to e-learning as perceived by students on a continuing professional development (CPD); course arid highlights its multifaceted values. In addition, the paper ṕrovides evidence-based guidance for the development of courses within CPD utilising e-learning. SUGGESTIONS FOR FUTURE RESEARCH • Future research would benefit from, focusing upon the perceptions of staff including barriers and facilitators to the implementation of e-learning and awareness of student experience to generate a balanced and informed understanding of e-learning within the context-of CPD.

Development and evaluation by a cluster randomised trial of a psychosocial intervention in children and teenagers experiencing diabetes: the DEPICTED study

“…Given the lack of previous experience of online learning in communication skills, there was considerable support for the use of web-based or CD-ROM materials, although potential barriers -such as lack of time -continue to be reported. 85 Unlike previous findings, 85,86 lack of skills was barely reported as a potential barrier to accessing web materials and is a likely reflection of the rapid increase in skills in and use of information technology by health professionals in everyday practice. Given potential barriers such as lack of time, electronically delivered learning programmes must ensure flexible delivery, minimal technical demands of the user, and timely support.…”

Odnos študentov zdravstvene nege do e-izobraževanja

“…Vprašalnik smo oblikovali na podlagi pregleda izvirnih znanstvenih člankov (Keller & Cernerud, 2002;Docherty & Sandhu, 2006;Borstorff & Lowe, 2007;Mitchell, et al, 2007;Yaghoubi, et al, 2008;Dwyer & Reid-Searle, 2009;Kundi, et al, 2010;Moule, et al, 2010;Dosari, 2011;Lin, et al, 2011;Bristol & Kyarsgaard, 2012;Muhammad Umar & Choudhary Zahid, 2012;Ličen, 2013) v mednarodnih bazah podatkov CINAHL in ProQuest ter vzajemni bibliografski-kataložni bazi podatkov COBIB.SI. Sestavljen je iz demografskih podatkov (letnik študija, obvezna prisotnost v e-učilnici, izkušnje z e-učilnico, stil učenja, podpora skupinskega/ individualnega dela) in treh vsebinskih sklopov z uporabo 5-stopenjske Likertove lestvice, in sicer: odnos študentov do e-izobraževanja, pričakovanja in prednosti e-izobraževanja (1 -se sploh ne strinjam, 2 -se ne strinjam, 3 -neopredeljen, 4 -se strinjam, 5 -popolnoma se strinjam).…”

“…Ocenjeni determinacijski koeficient je pokazal, da lahko z navedenimi kombinacijami dejavnikov prednosti e-izobraževanja pojasnimo 78 % variance odnosa študentov do e-izobraževanja. Docherty in Sandhu (2006) menita, da je pri izvedbi e-izobraževanja potrebno prepoznati študentovo individualnost, njegovo ozadje in odnos do e-izobraževanja. Pričujoča raziskava nam je omogočila vpogled v zadnja dva dejavnika.…”

“…V raziskavi Docherty in Sandhu (2006) je 29 % študentov pri e-izobraževanju pričakovalo podporo visokošolskega učitelja. Druge raziskave (Chen, et al, 2008;Lin, et al, 2011) opozarjajo, da lahko že ena negativna izkušnja v e-učnem okolju študente odvrne od njegove uporabe, kar visokošolskim učiteljem in tehnični podpori nalaga veliko odgovornost za zadovoljstvo uporabnikov.…”

Creating a Model Module for the Novel Resource Dmu E-Parasitology

“…In addition, the use of web-based teaching resources is an increasingly important method for delivering education and it will be particularly important in the near future due to the progressively increasing number of health science students in conjunction with the current limited number of academics in the "European Higher Education Area", and to facilitate the process and management of the increase in medical and biomedical knowledge. However, different authors have described limitations to eLearning particularly related to practical and/or technical factors such as difficulties accessing websites, quality of the final product and/or little support provided [2][3][4]. Reid et al (2016) [1] have highlighted that the user experience with eLearning is not completely described, hence the relevance of studies to explore the obstacles that learners have to engage with eLearning.…”