JointZone: users' views of an adaptive online learning resource for rheumatology

Maier, Pat; Armstrong, Ray; Hall, Wendy; Ng, Muan Hong

doi:10.1080/17439880500250485

Cited by 5 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As we extracted our data, we noted further candidate theories and proceeded to test these as well. Additional candidate theories that we attempted to tested included: Vygotski [ 29 ], Danchak [ 30 ], Schon [ 31 ], Garrison [ 32 , 33 ], Dewey and Brookfield [ 33 ], Kolb [ 34 ], Moshman [ 35 ], Eraut [ 36 ], Boettcher [ 37 ], Wenger [ 38 ], Koschmann [ 39 ], Nahapiet and Ghoshal [ 40 ], Socrates [ 41 ] Problem Based Learning [ 31 , 42 - 48 ], Constructivism [ 29 - 31 , 33 - 35 , 37 , 44 , 45 , 49 - 57 ] and adult learning theory/principles [ 31 , 32 , 47 , 50 , 53 , 54 , 58 - 70 ].…”

Section: Resultsmentioning

confidence: 99%

Internet-based medical education: a realist review of what works, for whom and in what circumstances

Wong¹,

Greenhalgh²,

2010

View full text Add to dashboard Cite

BackgroundEducational courses for doctors and medical students are increasingly offered via the Internet. Despite much research, course developers remain unsure about what (if anything) to offer online and how. Prospective learners lack evidence-based guidance on how to choose between the options on offer. We aimed to produce theory driven criteria to guide the development and evaluation of Internet-based medical courses.MethodsRealist review - a qualitative systematic review method whose goal is to identify and explain the interaction between context, mechanism and outcome. We searched 15 electronic databases and references of included articles, seeking to identify theoretical models of how the Internet might support learning from empirical studies which (a) used the Internet to support learning, (b) involved doctors or medical students; and (c) reported a formal evaluation. All study designs and outcomes were considered. Using immersion and interpretation, we tested theories by considering how well they explained the different outcomes achieved in different educational contexts.Results249 papers met our inclusion criteria. We identified two main theories of the course-in-context that explained variation in learners' satisfaction and outcomes: Davis's Technology Acceptance Model and Laurillard's model of interactive dialogue. Learners were more likely to accept a course if it offered a perceived advantage over available non-Internet alternatives, was easy to use technically, and compatible with their values and norms. 'Interactivity' led to effective learning only if learners were able to enter into a dialogue - with a tutor, fellow students or virtual tutorials - and gain formative feedback.ConclusionsDifferent modes of course delivery suit different learners in different contexts. When designing or choosing an Internet-based course, attention must be given to the fit between its technical attributes and learners' needs and priorities; and to ways of providing meaningful interaction. We offer a preliminary set of questions to aid course developers and learners consider these issues.

show abstract

Section: Resultsmentioning

confidence: 99%

Internet-based medical education: a realist review of what works, for whom and in what circumstances

Wong¹,

Greenhalgh²,

2010

View full text Add to dashboard Cite

show abstract

“…Research has been conducted on the technical realisation of adaptive e-learning, and led to the development of a number of research prototypes (e.g. Conejo, Guzmán, Millán, Trella, Pérez-De-La-Cruz, & Ríos, 2004;Kayama & Okamoto, 2001;Maier, Armstrong, Hall, & Ng, 2005). However, one major challenge remains, which is the creation of suitably prepared learning materials (Akbulut & Cardak, 2012;Cristea & Stewart, 2006b;Foss, Cristea, & Hendrix, 2010).…”

Section: Introductionmentioning

confidence: 99%

Adaptation criteria for the personalised delivery of learning materials: A multi-stage empirical investigation

Thalmann

2014

AJET

View full text Add to dashboard Cite

Personalised e-Learning represents a major step-change from the one-size-fits-all approach of traditional learning platforms to a more customised and interactive provision of learning materials. Adaptive learning can support the learning process by tailoring learning materials to individual needs. However, this requires the initial preparation of content upfront, which is a laborious task -and organizations have to target their limited resources effectively. In order to guide the process of creating adaptive learning materials, the criteria for adaptation -or adaptation needs -have to be known. The aim of this paper is to identify these adaptation criteria, applying a mixed method procedure. First, thirty adaptive systems selected from the literature are investigated using a qualitative content analysis. Then, the resulting set of adaptation criteria is validated by experts in the form of a series of two online questionnaires. As a result, a set of 13 adaptation criteria representing different adaptation needs emerge. IntroductionPersonalised learning content has been shown to increase learner interest, comprehension and hence their learning success (Triantafillou, Pomportsis, Demetriadis, & Georgiadou, 2004). The personalisation of learning material in the form of a content adaptation tailored to the needs of the learner is frequently proposed as one of the ways by which the acceptance and efficiency of e-learning can be increased (Brusilovsky, 2003;Chen, Lee, & Chen, 2005;Cristea, 2004;Gkatzidou & Pearson, 2009). Furthermore, the rise of mobile learning increased both the potential and the demand for the adapted delivery of learning materials (Chen, Chang, & Yen, 2012). Research has been conducted on the technical realisation of adaptive e-learning, and led to the development of a number of research prototypes (e.g. Conejo, Guzmán, Millán, Trella, Pérez-De-La-Cruz, & Ríos, 2004;Kayama & Okamoto, 2001;Maier, Armstrong, Hall, & Ng, 2005). However, one major challenge remains, which is the creation of suitably prepared learning materials (Akbulut & Cardak, 2012;Cristea & Stewart, 2006b;Foss, Cristea, & Hendrix, 2010).The adaptive provision of learning materials involves the identification of content that is relevant to the learner (Bunt, Carenini, & Conati, 2007). To this effect, user preferences and context must be known and represented in a way that is appropriate to adaptive systems. Numerous approaches that attempt to categorise people according to differences in learning and cognitive styles are known (see Coffield, Moseley, Hall, & Ecclestone, 2004). Also many attempts focussing on dimensions representing the learner context (see Zimmermann, Specht, & Lorenz, 2005) can be found in the literature. Together, these categorisation approaches structure and facilitate the authoring of (peronalised) educational resources. In this way, authors first identify an adaptation need for a concrete type of learner, acting in a specific context (see Figure 1) and then the learning materials suited to this particular adapta...

show abstract

“…While formal education involves purposefully designed curricula and courses with evaluation and assessment in place, informal learning can be seen as a process of acquiring values, attitudes and knowledge through daily social activities (Cilesiz, 2009;Vadeboncoeur, 2006). As the internet enables people to retrieve and share a large amount of information, it provides rich resources for informal learners (Maier et al, 2005;Na and Chia, 2008).…”

Section: Introductionmentioning

confidence: 99%

‘In the name of love’

Tang

2012

Convergence

View full text Add to dashboard Cite

This article examines a group of Chinese seafarer-partners' activities in an online support group and discusses how gender issues may serve to influence women's informal learning process online. It reveals that seafarer-partners not only acquired information, knowledge and emotional support, but also learnt an attitude, which helped them to adapt to the environment. In this process, gendered communication content and style and gendered beliefs/values played a role.

show abstract

JointZone: users' views of an adaptive online learning resource for rheumatology

Cited by 5 publications

References 19 publications

Internet-based medical education: a realist review of what works, for whom and in what circumstances

Internet-based medical education: a realist review of what works, for whom and in what circumstances

Adaptation criteria for the personalised delivery of learning materials: A multi-stage empirical investigation

‘In the name of love’

Contact Info

Product

Resources

About