UK health-care professionals' experience of on-line learning techniques: A systematic review of qualitative data

Carroll, Christopher; Booth, Andrew; Papaioannou, Diana; Sutton, Anthea; Wong, Ruth

doi:10.1002/chp.20041

Cited by 91 publications

(104 citation statements)

References 26 publications

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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%

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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%

“…Equally it will be necessary to assess whether e-learning can offer a more efficient medium for delivering certain aspects of advanced life support training, potentially replacing or modifying certain traditional learning resources utilised in the course 22 .…”

Section: Limitations and Further Workmentioning

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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“…Nurse educators use case scenarios, flexibility and peer communication, support, knowledge validation in e-learning approaches [37] . Interactivity, practice exercises, repetition and feedback improved learning outcomes [38] .…”

Section: Discussionmentioning

confidence: 99%

Exploring e-learning among nurse educators in undergraduate nursing

D’Souza

Karkada

Castro

2014

JNEP

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Background: Nurse educators' use blended learning pedagogy to support student centered learning in undergraduate curriculum. E-learning technology has been used to engage students in conceptual and experiential opportunities in higher education. Objective:The objective of the study was to explore the perceptions of use and satisfaction of e-learning (Moodle) among nurse educators in an undergraduate nursing curriculum. Methods:A cross-sectional research design was used among 50 nurse educators in undergraduate nursing in February 2010. Ethical approval was sought from the College ethics committee. A validated and reliable self-administered Faculty Satisfaction Survey was used to collect data. Inferential statistics was used to analyze the data.Results: Nurse educator's perceptions were divergent, acknowledging the benefits of moodle, while some of them expressed concerns regarding over-time, limited resources, increased workload, and poor technical support. Some of the nurse educators exhibited positive attitudes towards the pedagogical value of moodle in engaging students, while some lacked the confidence to embark on developing courses using moodle. Conclusion:The study showed a rising awareness of the use of e-learning among nurse educators and moderate satisfaction as a blending learning approach. Implication: Nurse educators may need to incorporate moodle in the teaching-learning at a self-directed pace, using flexibility and convenience for higher learning approaches.

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Section: Discussionmentioning

confidence: 99%

“…This supports Greenberg's (2004) suggestion that a number of instructional strategies and support for faculty must be considered to create interactive VC sessions. There is a need for ongoing development of instructional strategies for maximising VC based learning sessions at the institutional level and for faculty (Carroll, Booth, Papaioannou, Sutton, & Wong, 2009; USA Department of Education, 2009).It was hypothesised that students from the RLHs would be less engaged and find VC more challenging than those attending the MCH. Students located in rural and remote areas clearly reported their appreciation of face-to-face sessions when attending the main campus every trimester.…”

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confidence: 99%

Nga Haerenga - The Journeys

Martis¹

2014

nzcomjnl

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The Journal focuses on midwifery issues and women's health, it has a readership of midwives and others involved in pregnancy and childbearing, both in New Zealand and overseas.The Journal is printed once each year (December) and uses electronic article based publishing so that papers are published and disseminated as soon as possible. The advantages of article based publishing are:• Articles are processed more quickly • Articles can be disseminated electronically making them readily available• Improved ability to cite immediately without the need to wait until an issue is complete and then printed.• Improved global availability as each paper is provided with a DOI and put onto the NZCOM Journal website 3 months after first circulation Within electronic article based publishing the editors build each issue as an "issue in progress" from papers that have been submitted and accepted for publication. Once an issue is complete it is printed.The Journal welcomes original research, literature reviews; exemplars/practice stories/case studies, audits, student, and research methodology articles. In general, articles should be between 500-4000 words. It is important that articles submitted for review, have not been published previously in any form.The expectation regarding publication of any of these items is that they protect confidentiality where necessary, and that evidence of an ethical process of consent has been undertaken; similarly, confirmation that copyright permission has been obtained for any quoted materials (see section on copyright). All articles are subject to double blind peer review and the editors reserve the right to make a final decision regarding publication of each article. ARTICLE FORMATArticles should be submitted electronically with double line spacing and a left hand margin of 3 cm and a size 12 font size. The article should be submitted as an electronic file copy in a WORD document or RTF file.Authors should use the following section headings: Abstract, Key words, followed by the introduction and further subheadings-dependent on the type of article -to structure the article and state the word count. Diagrams, tables, and photographs, should be labelled and supplied as computer generated items. Where these are sent separate from the text, the author/s should indicate where they should be positioned in the article.In addition, authors are requested to provide the following details in a separate "Author information" document. This will not be sent to the reviewers.• Name and qualifications• Occupation (current area of practice/expertise)• Email address for correspondence during the review process, and day time phone number. • Declaration of interestsIndicate which contact details (corresponding author email address) can be published if the journal accepts the article. Where the article is co-authored, these details should be provided for all authors. The corresponding author is responsible for ensuring that all named authors have agreed to submit the article for publication. SUBMISSIONArticles shou...

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UK health-care professionals' experience of on-line learning techniques: A systematic review of qualitative data

Cited by 91 publications

References 26 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

Exploring e-learning among nurse educators in undergraduate nursing

Nga Haerenga - The Journeys

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