Designing Effective Blended Learning Environments for Training Trainers in Primary Care

Abstract

This paper reports the evaluation of a newly developed trainers' course which uses a virtual learning environment for part of the delivery. 'Blended learning' refers to the mixing of teaching and learning media in order to optimise the learning experience and the efficiency of course provision, usually with a combination of faceto-face and web-based learning. The new world of training for GP specialty registrars (GPStRs) is supported and managed via their individual e-Portfolio, throughout Education for Primary Care (2008) 19: 597-604 # 2008 Radcliffe Publishing Limited WHAT IS ALREADY KNOWN IN THIS AREA . Blended learning, providing web-based and face-to-face teaching and learningopportunities can combine 'just-for-you' (adaptive, learner-centred learning) with 'just-in-time' opportunities. These are available at the time of need, integrating theory and practice, often in the workplace rather than just in the classroom. . The challenge is always to ensure that the use of unfamiliar or poorly designed tools is not allowed to affect the achievement of the learning outcomes. . Effective tools aim to minimise the work associated with operating the interface itself so that all the learner's resources are available for the task.WHAT THIS WORK ADDS . Learner satisfaction was high on a Training the Trainers course using a blended environment of four days face to face plus four online units. . It is possible to effectively balance theoretical and practical learning by aligning instructional activities with required outcomes. . Technical difficulties still make the experience of online learning frustrating for some and this needs effective tutor training and support. SUGGESTIONS FOR FUTURE RESEARCH. The choice of whether to use a virtual learning environment is increasingly present when planning all types of educational activities. Future areas of work might look at how best to apply this delivery pattern for different types of learners to enhance the transfer of newly acquired knowledge, skills or behaviours into clinical or teaching practice.

Evaluating Usability in Blended Learning Programs Within Health Professions Education: a Scoping Review

“…Although only one study employed the term “usability” when reporting their BLP evaluation, scholars across the data set adopted several terms and concepts which were identified as related to usability and its major components, for instance, “appropriate” [ 51 – 54 ],“beneficial” [ 55 ],“clear” or “clarity” [ 52 , 56 – 66 ],“easy” or “ease-of-use” [ 57 , 62 , 65 – 68 ],“efficacy” [ 59 , 60 , 69 , 70 ],“favourable” [ 67 ],“flexibility” [ 51 , 54 , 56 , 57 , 62 , 64 , 67 – 69 , 71 – 83 ], “help,” “helpful,” or “helpfulness” [ 56 , 59 , 66 , 83 – 85 ],“informative” [ 74 ],“useful” or “usefulness” [ 60 , 62 , 67 , 70 , 71 , 78 , 86 – 92 ],“utility” [ 61 ], and “worthwhile” [ 61 ].…”

The mPOWERED Electronic Learning System for Intimate Partner Violence Education: Mixed Methods Usability Study

“…In summary, there is good evidence to support the integration of Web-based modalities to augment face-to-face nursing education. However, successful implementation of a blended learning system requires careful thought about how the course content will be delivered [ 28 , 29 ], how instructors and students can successfully use the technology, and how the system will support different learners within various learning contexts. To ensure that the system can achieve these goals, electronic learning (e-learning) products should undergo evaluation to identify usability problems and measure product usability.…”