The effect of e-learning on student placement in the community

Reynolds, Stephanie; Fell, Patricia

doi:10.7748/phc2011.06.21.5.28.c8549

Cited by 7 publications

(8 citation statements)

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“…They therefore encourage researchers to examine these tools in order to reveal new instructional designs that make use of this technology. A review of the existing literature (Gao et al, 2012;Reynolds and Fell, 2011;Reupert and Dalgarno, 2011;Erdem, 2008) shows evidence that digital technologies can facilitate the flow of learning from formal to informal contexts.…”

Section: Introductionmentioning

confidence: 99%

The impact of Facebook in teaching practicum: Teacher trainees perspectives

Göktalay¹

2015

Educ. Res. Rev.

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Prompt feedback is one of the critical components of teacher education programs. To reap the greatest benefit from the teaching practicum process, the quality of feedback as well as its implementation by stakeholders, supervisors, cooperating teachers, and teacher trainees, takes on great importance. The purpose of this study is to examine how Web 2.0 tools support a teaching practicum course at a large public university and to discuss Facebook in relation to feedback and informal learning. The use of Facebook in a university setting aims to encourage interactions among stakeholders, thus enhancing instant and appropriate feedback mechanisms and informal learning. Data were obtained by monitoring posts within a closed Facebook group and from a teacher trainee survey whereby teacher trainees indicated the ways in which they adapted to this technology. Findings indicate that teacher trainees have benefited from Facebook in receiving prompt feedback; communicating with their peers, supervisors and cooperative teachers; sharing knowledge; collaborating with their peers; and improving their professional performance. The observed benefits of Facebook use by teacher trainees should therefore be an important consideration for teacher education programs in the 21 st century.

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Section: Introductionmentioning

confidence: 99%

The impact of Facebook in teaching practicum: Teacher trainees perspectives

Göktalay¹

2015

Educ. Res. Rev.

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“…9 As with students in higher education, health staff who participate in this type of learning for continued professional development are able to control their own learning outcomes whilst also engaging with mentors who can augment the learning process through direct support and supervision. 16 Instructors are also better able to exploit the relative advantages of both the e-learning and face-to-face components. However, in order to be truly successful, blended learning requires strong coordination of both components, including which aspects of the course are best suited to each learning environment.…”

Section: 11mentioning

confidence: 99%

Let’s Take it to the Clouds: The Potential of Educational Innovations, Including Blended Learning, for Capacity Building in Developing Countries

Marrinan

Firth

Hipgrave

et al. 2015

Int J Health Policy Manag

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In modern decentralised health systems, district and local managers are increasingly responsible for financing, managing, and delivering healthcare. However, their lack of adequate skills and competencies are a critical barrier to improved performance of health systems. Given the financial and human resource, constraints of relying on traditional face-to-face training to upskill a large and dispersed number of health managers, governments, and donors must look to exploit advances in the education sector. In recent years, education providers around the world have been experimenting with blended learning; that is, amalgamating traditional face-to-face education with web-based learning to reduce costs and enrol larger numbers of students. Access to improved information and communication technology (ICT) has been the major catalyst for such pedagogical innovations. We argue that with many developing countries already improving their ICT systems, the question is not whether but how to employ technology to facilitate the continuous professional development of district and local health managers in decentralised settings. Keywords: Blended Learning, Decentralisation, Low-and Middle-Income Countries (LMICs), Education, Health Managers Copyright: © 2015 by Kerman University of Medical Sciences Citation: Marrinan H, Firth S, Hipgrave D, Jimenez-Soto E. Let's take it to the clouds: the potential of educational innovations, including blended learning, for capacity building in developing countries.

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“…The 21 articles selected for inclusion were published between 2003 and 2019. The majority of studies were of mixed methods design, combining both qualitative and quantitative research methods (19/21), whereas two studies used qualitative methodology (Reynolds & Fell, 2011; Tan et al, 2010). All studies except two included clearly defined aims and objectives (Andrews et al, 2010; McLeod et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

“…Over half of the studies involved specific activities being set for students to complete (12/21). These included tasks such as creating a blog post (Ladyshewsky & Gardner, 2008; Lin & Shen, 2013; Tan et al, 2010; Wiid et al, 2013); submitting case studies for discussion (Wooster, 2004); problem‐based learning activities (Denny & Higgins, 2003; Lea & Callaghan, 2011; Morris & Maynard, 2010; Reynolds & Fell, 2011); and participation in videoconferencing tutorials (Andrews et al, 2010; Furness & Kaltner, 2015; Hardy et al, 2016). A few studies clearly used strategies/platforms that provided notifications to remind students to contribute (4/21).…”

Section: Resultsmentioning

confidence: 99%

Supporting the learning experience of health‐related profession students during clinical placements with technology: A systematic review

Jones

Wilson

McClean

et al. 2022

Review of Education

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High quality clinical education is a fundamental component of undergraduate health-related professions programmes. Technological interventions offer potential to support and enhance student learning experiences during clinical placements, i.e. away from the university setting. This review aims to systematically explore, evaluate and summarise the range of technological strategies within the literature regarding support of the student learning experience during clinical placements. A systematic review was conducted using defined search terms, educational and medical subject headings (MeSH). Relevant databases were searched alongside hand searching of citations and grey literature. Experimental studies with technological strategies designed to support student learning during clinical placements were included. A modified version of Kirkpatrick's levels (Barr et al., Effective interprofessional education: Assumption, argument and evidence. Blackwell, 2005) was used to evaluate strategies. Twenty-one papers met inclusion criteria. Heterogeneity existed in terms of strategies

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The effect of e-learning on student placement in the community

Cited by 7 publications

References 0 publications

The impact of Facebook in teaching practicum: Teacher trainees perspectives

The impact of Facebook in teaching practicum: Teacher trainees perspectives

Let’s Take it to the Clouds: The Potential of Educational Innovations, Including Blended Learning, for Capacity Building in Developing Countries

Supporting the learning experience of health‐related profession students during clinical placements with technology: A systematic review

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