Studying health informatics from a distance: issues, problems and experiences

Bacigalupo, Ruth; Bath, Peter A.; Eaglestone, Barry; Procter, Paula M.

doi:10.1177/146045820100700306

Cited by 6 publications

(14 citation statements)

References 6 publications

(5 reference statements)

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Section: Research Methods Employed In the Research Studiesmentioning

confidence: 99%

“…Four others [1,8,28,30] employed mixed-method approaches which involved interviews and survey-based feedback to seek better understanding of the users' experience. Nevertheless, two of these four [28,30] , also included content analysis of the conference discussions. By doing so, not only were the student's accounts of their online experience verified by the online behaviour in the naturally occurring interprofessional online learning situation, the cause and implications of student online learning experience were also better understood.…”

Section: Research Methods Employed In the Research Studiesmentioning

confidence: 99%

“…Six of the seven research studies [8,[28][29][30] were clearly about nurses in mix-disciplinary online learning. The paper in this literature review by Zhu [32] did not specify if the undergraduate and postgraduate healthcare student populations in the online discussions comprised registered nurses.…”

Section: Number and Characteristics Of Research Studiesmentioning

confidence: 99%

“…However, whilst six research studies [1,8,[28][29][30][31] evaluated this from the users' perspectives, only two of the six [28,30] had done so with a focus on the online communication patterns. The remaining paper by Zhu [32] had a focus on the interactional patterns of discussions, but it was aimed at establishing the levels of student cognitive engagement through the analysis.…”

Section: Number and Characteristics Of Research Studiesmentioning

confidence: 99%

“…In this regard the discursive aspect should have been the focus of these studies. Apparently, other than the three research studies by Bacigalupo et al [28] , Jordan and Zhu [28,30,32] , none of the other papers were designed to evaluate the effectiveness of the technology for interprofessional online learning in terms of the communication processes within the online learning environment. Also, when Zhu [32] had a specific focus on the interactional patterns of discussions, the study was not aiming to examine users' experience based on their perspectives.…”

Section: Number and Characteristics Of Research Studiesmentioning

confidence: 99%

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Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

Loke

2012

JNEP

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Background: There is an increasing important role for asynchronous text-based computer mediated conferencing as a pedagogic tool in interprofessional learning for nurses in higher education. Available research studies on asynchronous text-based interprofessional learning at post-registration level based on either users' perspectives or the conference communication provided useful information on students' learning experience. This paper first discusses the theoretical assumptions of asynchronous text-based interprofessional learning. The purpose is to highlight the way student online learning experience might be created. Based on this knowledge, the paper goes on to describe and discuss the research methodologies and methods, with less emphasis on the kind of results that have been obtained in the field of study about asynchronous text-based interprofessional online learning within nursing education at post-registration level. Methods:The literature search focuses on papers which investigate student perspectives on the experience on effectiveness of asynchronous text-based interprofessional online learning. Criteria for inclusion were papers about the use of computer mediated conferencing at post-registration level for interprofessional online learning by nurses and healthcare professionals allied to health. Results:Reviewing the body of research about student perspectives on post-registration students' experience with interprofessional online learning revealed that asynchronous text-based conferencing at post-registration healthcare programmes which involved nurses had received insufficient research attention in nurse, health and social education research literature. Only seven papers were available for review. In addition, the research methods and approaches employed have not been consistent with the pedagogic principles and ideas associated with principles of collaborative learning through communication based on constructivism. Conclusion:Research studies to inform strategies for asynchronous text-based interprofessional online learning in postregistration nurse education might be limiting. There is a need for more research, especially those which commensurate with the constructivist approach in learning. Certainly, research using discourse analysis which focuses on the discursive aspect and communication needs to be conducted to evaluate asynchronous text-based interprofessional online learning.

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Section: Research Methods Employed In the Research Studiesmentioning

confidence: 99%

Section: Research Methods Employed In the Research Studiesmentioning

confidence: 99%

Section: Number and Characteristics Of Research Studiesmentioning

confidence: 99%

Section: Number and Characteristics Of Research Studiesmentioning

confidence: 99%

Section: Number and Characteristics Of Research Studiesmentioning

confidence: 99%

See 3 more Smart Citations

Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

Loke

2012

JNEP

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Evaluation of distance learning delivery of health information management and health informatics programmes: a UK perspective

Urquhart

Chambers²,

Connor³

et al. 2002

Health Info Libraries J

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The aim of the article is to review evaluations of distance learning programmes in health information management, in order to identify the critical success factors for such programmes and discuss future directions. The emphasis is on the UK experience, based partly on reflections on the experience of one programme at University of Wales Aberystwyth (now over 10 years old), and partly on a policy review conducted for the NHS Information Authority and the NHS Information Policy Unit. The methods are, as far as possible, those of a systematic review of existing research, with, additionally, an overview of relevant policy developments for lifelong learning. The topics covered include the aims, objectives and educational philosophies of the programmes. The evidence, combined with the UWA experience, indicates the importance of face-to-face interaction, to complement distance or virtual learning. A student-centred approach to curriculum design and delivery is essential.

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WebCT as a Supplement for Large Classes: How Effective Is It in Improving Grades?

Getty¹,

Getty

2003

Journal of Hospitality & Tourism Education

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Studying health informatics from a distance: issues, problems and experiences

Cited by 6 publications

References 6 publications

Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

Evaluation of distance learning delivery of health information management and health informatics programmes: a UK perspective

WebCT as a Supplement for Large Classes: How Effective Is It in Improving Grades?

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