Online Faculty Development for Creating E-learning Materials

Niebuhr, Virginia; Niebuhr, Bruce R.; Trumble, Julie; Urbani, Mary Jo

doi:10.4103/1357-6283.152186

Cited by 54 publications

(52 citation statements)

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“… Niebuhr. V., Niebuhr, B., Trumble, J & Urbani M.J. [ 19 ] “Online Faculty Developments for Creating E-Learning Materials” Texas, USA Descriptive 27 participants- Participants were health professional educators across schools of medicine, nursing, health professionals and graduate studies Survey & Interviews Evaluation surveys were completed on each curriculum unit with Likert-scales, 1- strongly agreed to 5 = strongly disagree, using Survey Monkey. Questions were both open and close-ended.…”

Section: Resultsmentioning

confidence: 99%

“…Lack of skills, in particular technical skills, was found to be one of the barriers met by educators when engaging with the development and implementation of online learning [ 19 ]. Insufficient computer and typing skills [ 20 ] together with poor infrastructure can inhibit educator’s willingness or ability to engage with the development or delivery of online learning [ 20 ].…”

Section: Resultsmentioning

confidence: 99%

“…In order to gain the necessary skills, it was acknowledged that engaging with e-learning, including the development of such programs, was important for gaining skills for teaching practice [ 19 ].…”

Section: Resultsmentioning

confidence: 99%

“… “I participated so that I could learn a little bit more about teaching in an electronic environment. I think I learned quite a bit” [ 19 ] …”

Section: Resultsmentioning

confidence: 99%

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Barriers and solutions to online learning in medical education – an integrative review

et al. 2018

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BackgroundThe aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees.MethodsAn integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool.ResultsOf the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content.ConclusionThis review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1240-0) contains supplementary material, which is available to authorized users.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“… “I participated so that I could learn a little bit more about teaching in an electronic environment. I think I learned quite a bit” [ 19 ] …”

Section: Resultsmentioning

confidence: 99%

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Barriers and solutions to online learning in medical education – an integrative review

et al. 2018

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“…Online classes also have limitations, including problems with internet access, poor internet connection quality, and insu cient digital skills of the respondents. Some bene ts such as time exibility can also bea limitation, especially for students who have di culties with self-discipline [8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

Bączek

Zagańczyk-Bączek

Szpringer

et al. 2020

Preprint

117

151

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Background The COVID-19 pandemic has disrupted teaching in a variety of institutions, especially in medical schools. Electronic learning (e-learning) became the core method of teaching the curriculum during the pandemic. After eight weeks of only online learning, a survey was conducted to investigate perception of this type of learning amongst medical students.Methods A survey was conducted by distributing an online questionnaire to Polish medical students. Data gathered from the survey was analyzed with routine statistical software.Results 804 students answered the questionnaire. According to respondents’ answers, the main advantages of online learning were the ability to stay at home (69%), continuous access to online materials (69%), learning at your own pace (64%), and comfortable surroundings (54%). The majority of respondents chose lack of interactions with patients (70%) and technical problems with IT equipment (54%) as the main disadvantages. There was no statistical difference between face-to-face and online learning in terms of opinions on the ability of the learning method to increase knowledge (p=.46). E-learning was considered less effective than face-to-face learning in terms of increasing skills (p<.001) and social competences (p<.001). Students assessed that they were less active during online classes compared to traditional classes (p<.001). E-learning was rated as enjoyable by 73% of respondents.Conclusions E-learning is a powerful tool for teaching medical students. However, successful implementation of online learning into the curriculum requires a well thought-out strategy and a more active approach.

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Online Education: An Unprepared Effort Posing Challenges to Students and Teachers of the Punjab State of India Amid COVID-19

Juneja¹,

Agnihotri²,

Kaur³

2022

COVID-19 and a World of Ad Hoc Geographies

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Online Faculty Development for Creating E-learning Materials

Abstract: Online faculty development methods are helpful for faculty learning to create e-learning materials. Recommendations are made to increase the success of such a faculty development program.

Cited by 54 publications

References 0 publications

Barriers and solutions to online learning in medical education – an integrative review

Barriers and solutions to online learning in medical education – an integrative review

Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

Online Education: An Unprepared Effort Posing Challenges to Students and Teachers of the Punjab State of India Amid COVID-19

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