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

Arora, Anish; Rodríguez, Charo; Carver, Tamara E.; Teper, Matthew Hacker; Rojas-Rozo, Laura; Schuster, Tibor

doi:10.1007/s40670-021-01295-x

Cited by 12 publications

(21 citation statements)

References 114 publications

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“…The ISAC website and the ISAC-modeling video were perceived as highly beneficial by the participants and the effect of using the blended learning in health professional education is well documented in the literature [ 18 , 19 ]. It can maximize the intervention effects, without losing the socialization and the collaborative features of face-to-face learning [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

Process Evaluation of a Comprehensive Intervention for the Early Detection and Prevention of Oral Cancer: A Mixed Methods Study

Moafa

Jafer

Borne

et al. 2022

IJERPH

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Process evaluations help to understand and refine health interventions. The “ISAC” intervention targeted the enhancement of early detection and prevention of oral cancer (OC) through tobacco-cessation counseling, patient communications, and ISAC role-modeling. Over six months, throughout ISAC implementation in the Jazan region of Saudi Arabia, Linnan and Steckler’s process evaluation framework’s specified indicators were assessed, by mixed methods, on context, reach, dose delivered, dose received, fidelity, recruitment, and participant’s satisfaction. Findings showed that 47 of 80 (58.75%) eligible dentists were reached and received all components. Thirty-six (76.6%) participants reported reading all intervention materials, visited the ISAC website, scored high on the perceived quality of provided information (M = 4.62 ± 0.63), and provided support (M = 4.67 ± 0.57). The fidelity was scored high across all intervention components. Role-modeling of the ISAC had the highest satisfaction score (M = 9.77 ± 0.58 out of 10). High perceived-effects were reported in relation to feeling confident in performing OC examination and training patients on OC self-examination (3.95 ± 0.22). The intervention attained high implementation levels for dose delivered, dose received, and fidelity. The intervention delivery was associated with high satisfaction and perceived effects. Using multiple data sources enhanced the understanding of the implementation process and strengthened the validity of the study’s findings.

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Section: Discussionmentioning

confidence: 99%

Process Evaluation of a Comprehensive Intervention for the Early Detection and Prevention of Oral Cancer: A Mixed Methods Study

Moafa

Jafer

Borne

et al. 2022

IJERPH

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“…A growing interest in adopting blended learning at the university level has been identified [1][2][3]. Between 2012 and 2017, 40 review papers about blended learning in higher education have been published [4].…”

Section: Introductionmentioning

confidence: 99%

Analysing a Gap between Students’ Expectations and Perceptions: The Case of Blended Learning

et al. 2022

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The adoption of blended learning at university levels is pervasive. This learning approach is deemed to be more effective compared to face-to-face or online learning. To prove the claim, this study aimed to investigate a gap that may be existed between students’ expectations and perceptions of blended learning implementation at the Science Department in a university in Surabaya, Indonesia. A questionnaire and semi-structured interviews were utilized to gather relevant information from 79 preservice science teachers who have experienced blended learning in science subjects. The gaps between expectations and perceptions were measured using Cohen’s effect size. Overall, the effect size of students’ expectations and perceptions of the blended learning implementation exceeded 0.5 and is categorized as large. The aspects with large effect size values included the number of interactions between students and teachers. These findings indicated that the implementations of blended learning in science subjects were not run well.Implications of this study are discussed.

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“…However, the lack of a common lexicon of evaluative terminology, frameworks, and methods to evaluate BLPs in HPE has been noted as a major threat to the comparability, generalizability, and overall systematicity of evaluation for BLPs, particularly in HPE. (32,33) In the general field of education, a diversity of frameworks and models to evaluate BLPs exist -the vast majority of which, however, are focused on evaluating the technology involved in BLPs, and not necessarily the entirety of the program. (34) Additionally, scholars highlight that BLP evaluations are often unique across programs -but consistently unique evaluations of similar programs within and across institutions may hinder the rigorous comparison of the potential effects of BLPs on learners.…”

Section: Introductionmentioning

confidence: 99%

“…(31,34) Within HPE specifically, a lack of incorporation of consistent evaluative terms and frameworks was seen through a 2021 scoping review which included 80 studies from across 25 countries. (33) Interestingly, the vast majority of studies (86%) utilized questionnaires to evaluate their programs. (33) However, these questionnaires were developed to measure specific concepts such as "communication" or "learning" in general, and not specifically within the context of BLPs.…”

Section: Introductionmentioning

confidence: 99%

Evolving a conceptual framework and developing a new questionnaire for usability evaluation of blended learning programs in health professions education

et al. 2022

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Background: Blended learning programs (BLPs) have been widely adopted across health professions education (HPE). To bolster their impact on learning outcomes, the usability of BLPs should be rigorously evaluated. However, there is a lack of reliable and validated tools to appraise this dimension of BLPs within HPE. The purpose of this investigation was to evolve a conceptual framework for usability evaluation in order to initially develop the Blended Learning Usability Evaluation – Questionnaire (BLUE-Q). Methods: After the completion of a scoping review, we conducted a qualitative descriptive study with seven purposefully selected international experts in usability and learning program evaluation. Individual interviews were conducted via videoconferencing, transcribed verbatim, and analyzed through thematic analysis. Results: Three themes were identified: (1) Consolidation of the multifaceted ISO definition of usability in BLPs within HPE; (2) Different facets of usability can assess different aspects of BLPs; (3) Quantitative and qualitative data are needed to assess the multifaceted nature of usability. The first theme adds nuance to a previously established HPE-focused usability framework, and introduces two new dimensions: ‘pedagogical usability’ and ‘learner motivation.’ The latter two provide guidance on structuring BLP evaluations within HPE. From this followed the development of the BLUE-Q, a new questionnaire that includes 55 Likert scale items and 6 open-ended questions. Conclusions: Usability is an important dimension of BLPs and must be examined to improve the quality of these interventions in HPE. As such, we developed a new questionnaire, solidly grounded in theory and the expertise of international scholars, currently under validation.

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

Cited by 12 publications

References 114 publications

Process Evaluation of a Comprehensive Intervention for the Early Detection and Prevention of Oral Cancer: A Mixed Methods Study

Process Evaluation of a Comprehensive Intervention for the Early Detection and Prevention of Oral Cancer: A Mixed Methods Study

Analysing a Gap between Students’ Expectations and Perceptions: The Case of Blended Learning

Evolving a conceptual framework and developing a new questionnaire for usability evaluation of blended learning programs in health professions education

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