Realising e-Learning matters in a Bioscience Cohort

Parry, Damian; Larsen, Carl; Marwood, Simon; Walsh, Cathy

doi:10.3108/beej.10.9

Cited by 3 publications

(7 citation statements)

References 7 publications

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“…Several studies also reported that engagement in e-learning among learners and professionals, mainly from HSE, is useful and has positively impacted engagement and retention of learning [50,58,63]. The extracts below illustrate this:…”

Section: Theme 4: Integration Of E-learning Into Curriculamentioning

confidence: 85%

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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Background: Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technologyregardless of learners' geographical locations and timescaleto enhance learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. This systematic review aimed to identify and synthesise the factorsenablers and barriersaffecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature. Methods: A systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using 'Textword' and 'Thesaurus' search terms. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factorsenablers and barriersabout el-HSE related to learning performance or outcomes. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Results: Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning; learning in practice; systematic approach to learning; integration of e-learning into curricula; poor motivation and expectation; resource-intensive; not suitable for all disciplines or contents, and lack of IT skills. Conclusions: This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators; considering learners' motivation and expectations; utilising user-friendly technology; and putting learners at the centre of pedagogy. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective.

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Section: Theme 4: Integration Of E-learning Into Curriculamentioning

confidence: 85%

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

2020

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“…Mature-entry students taking part in this study were less likely to seek pastoral support from university-based services; they were however, equally likely to seek support from their academic tutors. The reasons for this finding may include a lack of awareness of the pastoral services available, and they may feel less integrated in the university habitus (Parry et al 2007). Additionally, mature students may be less willing to approach university staff for support or may simply not have enough time to seek support in the face of multiple-off campus responsibilities.…”

Section: Familiaritymentioning

confidence: 88%

“…Other universities have adopted similarly proactive approaches to retention including student mentoring by more experienced peers (Devlin and Nicholson n.d.), academic mentors (Wilson 2002), 'quality teaching' (Lizzio, Wilson, and Simons 2002) departmental action plans, dedicated retention officers (Devlin and Nicholson n.d.) and training for academic staff (STAR Projects 2008), and 'learning communities' (Mangold et al 2002-03). Changes to the curriculum including the introduction of modular schemes, flexible learning locations and e-learning (Parry et al 2007), student-centred learning (Thomas and Crosling 2007), low stakes and formative assessment (Yorke 2001), collaborative learning (Tinto 1997) and manageable workload (Lizzio, Wilson, and Simons 2002) are all encouraged to enhance student achievement.…”

Section: Introductionmentioning

confidence: 99%

“…This paper explores the positive influences on student retention in a cohort of undergraduate students, which sets it apart from the voluminous body of research that traditionally focuses on the reasons why students withdraw (Tinto 1975(Tinto , 1993Yorke 1999;Brunsden et al 2000;Hall 2002;Johnson 2002;Bennett 2003;Cook 2008) and interventions that aim to redress attrition (Tinto 1997;Yorke 2001;Lizzio, Wilson, and Simons 2002;Mangold et al 2002-03;Wilson 2002;Thomas and Crosling 2007;Parry et al 2007;STAR Projects 2008;Devlin and Nicholson, n.d.). It specifically focuses on the student support services accessed by successful first year students and not on other institutional processes such as pre-enrolment information and induction (Adam 1999;Dewart 2003), timetabling (Dewart 2003) or quality of teaching (Lizzio, Wilson, and Simons 2002), that have been shown to be integral in retention.…”

Section: Introductionmentioning

confidence: 99%

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Academic tutors at the frontline of student support in a cohort of students succeeding in higher education

Walsh

Larsen

Parry

2009

Educational Studies

Self Cite

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Retention and continuation are key challenges for educators in higher education; understanding the issues that make either a positive or negative impact on student success and drop-out is therefore pivotal. Previous studies have concentrated around the issues contributing to students' decisions not to continue with their course of study. In contrast, this study used a questionnaire approach in a university in the North West of England with a group of students who have successfully progressed between levels of study. Two hundred and forty-eight students took part in the study in the first week of the new academic year; they were asked about the support services that they had accessed generically, and then specifically related to academic and pastoral issues during the previous year of study. Students reported that their preferred support mechanisms for academic issues were, unsurprisingly, academic tutors and peers on their course; pastoral issues were more frequently referred to friends and family outside the university-central services although academic tutors were also consulted by some students. These 'front-line' support mechanisms were supported by a second tier of more specialist, but applied support including careers services and student finance. Student welfare, health, chaplaincy and counselling services provided a third tier of support accessed by individual students in particular circumstances. We argue that the sign-posting role played by academics requires that they have a complete knowledge of the support services available at their institution and for the greater integration of these services.

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“…E-Learning becomes more productive with the continuation of a traditional class combines with an online class. Furthermore, E-Learning has become a potential learning platform that provides access all the time where students will be able to learn anytime and anywhere from every corner of the universe [17]. There are some benefits that can be obtained by anyone who uses E-Learning as a learning medium [1].…”

Section: Introductionmentioning

confidence: 99%

Teaching and Learning in Higher Education: E-Learning as a Tool

Aziz¹,

Hashim‬²,

Omar³

et al. 2019

IJITEE

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Recently, the market of E-Learning is soaring and is known as a new paradigm in modern education. E-Learning acts as a medium, consisting of several types of computers and electronic media that are communication tools as well as the Internet, which provides training and informative access on certain subjects. By using E-Learning students can attend online classes anywhere, regardless of time and place. Generally, E-Learning is more geared towards self-training and is ideal for individuals who work full-time but desire to further their studies. Thus, this study has been developed and integrated with factors leading towards the effectiveness of E-Learning as a tool in Teaching and Learning (T&L) approach. A quantitative approach was applied by using a self-administered distribution of questionnaire targeted at higher education students. Therefore, the outcomes of this research will help to provide insightful information to the current education system in Malaysia, particularly in crafting strategies to enhance the learning education for the country in general.

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Realising e-Learning matters in a Bioscience Cohort

Abstract: Abstract

Cited by 3 publications

References 7 publications

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education

Academic tutors at the frontline of student support in a cohort of students succeeding in higher education

Teaching and Learning in Higher Education: E-Learning as a Tool

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