E-learning: who uses it and what difference does it make?

Rawlings, Deb; Tieman, Jennifer; Moores, Carly

doi:10.12968/ijpn.2019.25.10.482

Cited by 9 publications

(5 citation statements)

References 31 publications

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“…Online learning has become increasingly popular with health professionals, is at least as effective as face-to-face education, and as our findings demonstrate, can help to improve knowledge in certain areas, including end of life [21]. Analysis of free-text responses lends support to the quantitative findings and identifies three key areas prioritised by HCP.…”

Section: Discussionsupporting

confidence: 61%

Evaluation of an End-of-Life Essentials Online Education Module on Chronic Complex Illness End-of-Life Care

et al. 2020

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Chronic complex illness/multimorbidity is a leading cause of death worldwide. Many people with chronic complex illnesses die in hospital, with the overall quality of end-of-life care requiring substantial improvement, necessitating an increase in the knowledge of the health professionals caring for them. End-of-Life-Essentials (EOLE) offers online education modules for health professionals working in acute hospitals, including one on chronic complex illness. A quantitative pre–post-evaluation analysis was undertaken on data from learners (n = 1489), who completed a questionnaire related to knowledge gained from module completion between December 2018 and November 2019. A qualitative post-evaluation analysis was also conducted using data on learner responses to a question posed between May and November 2019. Results showed a significant positive impact on learners’ knowledge, skill, attitude, and confidence in providing end-of-life care to patients living with chronic complex illness. The majority (82.9%, n = 900) intended to change their practice after module completion. A total of n = 559 qualitative comments were analysed thematically, with three major themes emerging: Patient centred care and care planning, Discussion of prognosis, and Valued communication skills. This evaluation has demonstrated that healthcare professionals could benefit from this education to improve quality of care of the dying.

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Section: Discussionsupporting

confidence: 61%

Evaluation of an End-of-Life Essentials Online Education Module on Chronic Complex Illness End-of-Life Care

et al. 2020

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“…Despite these reservations, the respondents were health professionals who chose to undertake further study online. This mode of learning has become an effective way for health professionals to upskill in areas of unmet need [32], and end-of-life care is no exception [33], as discipline-specific undergraduate degrees do not provide comprehensive training about the fundamental basics of palliative care [8] While there is not a strong body of evidence to support online leaning as a vehicle for behaviour change [12], some research [20,34] has shown that small changes at the individual level can and do occur. Students can lack motivation in web-based distance-delivered learning, with higher attrition rates [35], although our results suggest that this is not always the case, with nearly half of the respondents completing all six modules and nearly a quarter completing between three and five.…”

Section: Discussionmentioning

confidence: 99%

End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education

et al. 2020

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Providing quality care for those dying in hospital is challenging for health professionals who receive little training in this. “End of Life Essentials” (EOLE) was developed to address gaps in health professionals’ knowledge, skills and confidence in end-of-life care via the provision of online learning modules and practice resources. This study aimed to determine whether respondents could describe clinical practice change as a result of module completion. Deidentified data were collected between October and November 2018 from learners registered for the online learning modules. Both quantitative and qualitative data were extracted and analysed. The survey design and conduct were reviewed, and ethical approval was obtained. Although the response rate was very low, results from n = 122 learners show improvements in knowledge, skills, awareness and confidence as a result of the undertaking of the learning modules. Two thirds self-reported practice changes (71%, n = 59) following the education, with “communication” cited most commonly (n = 19). The findings suggest that the EOLE education modules can help to improve end-of-life care by increasing health professionals’ awareness of good practice as well as their knowledge, skills and confidence. Online learning has also been reinforced as an appropriate forum for end-of-life education. Following education, implementing what has been learned occurs more easily at a personal level rather than at a team and organisational level. Barriers to and enablers of clinical practice change in hospital are described, including the fact that the organisation may not be responsive to changes or have the relevant resources to support change.

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“…Before the pandemic, online learning was offered as another modality of education. This is popularly availed by working students and professionals Online Laboratory Instruction as Alternative and Supplementary Mode: Students' Assessment of the BS Agricultural Biotechnology Course 39 (Rawlings et al, 2019), who cannot have face-to-face classes since it concurs with their working hours. The FIC can organize synchronous -the FIC and students simultaneously meet for the real-time class through video conference, and asynchronous meetings -the FIC assigned activities that can be done by the students remotely.…”

Section: Shift To Online Learningmentioning

confidence: 99%

Online Laboratory Instruction as Alternative and Supplementary Mode: Students’ Assessment of the BS Agricultural Biotechnology Program

Pamplona,

Ancho

2023

IJODeL

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When the COVID-19 pandemic hit the education sector, the University of the Philippines Los Baños (UPLB) faculty started to tailor-fit their lectures and laboratory activities in the form of course packs to continue the delivery of various academic programs. The BS Agricultural Biotechnology (BS ABT) program is one of the courses in hard science that relies heavily on laboratory exercises. To assess the remote learning of the courses with laboratory exercises, BS ABT students were randomly surveyed to evaluate the effectiveness of their laboratory classes in the remote learning set-up. Based on the results, 94.5% of the BS ABT student-respondents were generally satisfied with the teaching style of the faculty, and implementation of the laboratory activities remotely. Experiments in all exercises were conducted synchronously and asynchronously through Google Classroom, and commonly accomplished with simplified experiments, simulations online, and supplemented by online videos via their personal laptops and smartphones. Regular synchronous meetings (96.4%) were religiously done every week with classes meeting once (49.1%), or twice (85.5%) a week. Ranking the three major courses of the ABT program that require laboratory exercises, ABT 104 (51%) obtained the highest satisfaction rating, followed by ABT 103 (47.3%), and ABT 106 (40%), respectively. Aside from ABT subjects with laboratory, Agriculture core subjects such as AGR21 (27.27%), AGR22 (27.27%), AGR31 (27.27%), AGR32 (27.27%), AGR41 (32.74%), AGR42 (23.64%), and AGR51 (20%) were the most enrolled courses. The findings of the present study serve as inputs in enhancing implementation of laboratory classes remotely in hard science particularly in the BS ABT program.

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E-learning: who uses it and what difference does it make?

Cited by 9 publications

References 31 publications

Evaluation of an End-of-Life Essentials Online Education Module on Chronic Complex Illness End-of-Life Care

Evaluation of an End-of-Life Essentials Online Education Module on Chronic Complex Illness End-of-Life Care

End-of-Life Care in Acute Hospitals: Practice Change Reported by Health Professionals Following Online Education

Online Laboratory Instruction as Alternative and Supplementary Mode: Students’ Assessment of the BS Agricultural Biotechnology Program

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