Stuck in the blend: Challenges faced by students enrolled in blended programs of Masters in Health Professions Education

Naeem, Noor-i-Kiran; Khan, Rehan Ahmed

doi:10.12669/pjms.35.4.12

Cited by 10 publications

(22 citation statements)

References 16 publications

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“…Seven out of 24 papers reported factors that may be variants to learners' motivation and expectations to be able to meet their personal and professional needs and goals [44,45,47,50,55,56,60]. While analysing reported factors, two groups of factors appeared common, i.e.…”

Section: Barriers or Challenges Theme 5: Poor Motivation And Expectationmentioning

confidence: 99%

“…Nine out of 24 papers included in this review have reported that e-learning is a time-, cost-and labourintensive approach [44,45,47,50,53,55,56,60,63]. Several papers also raised the technological or IT challenges, as several learners are not familiar with e-learning and in some contexts, even basic IT knowledge and skills are lacking [44,45,53,55,56,63].…”

Section: Theme 6: Resource-intensivementioning

confidence: 99%

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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: Barriers or Challenges Theme 5: Poor Motivation And Expectationmentioning

confidence: 99%

Section: Theme 6: Resource-intensivementioning

confidence: 99%

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

2020

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“…This method of teaching-learning is called 'blended learning' which has flourished equally in the developed and developing countries around the world because of its importance and result-oriented style (2) . The term consisting of two word, 'blend' and 'learning' denotes mixing of various approaches and methods (blend) and adaptation of various new information and knowledge (learning) (3) .…”

Section: Introductionmentioning

confidence: 99%

“…The programs and approaches blended in this method can provide with better opportunities of leaning in interactive manners amongst teachers and students, pedagogical abundance of elasticity and interaction, and cost-effective system to deliver the teaching and learning as meaningful and effective to their beneficiaries in the maximum quantity and quality (3) . Blended learning is an amalgamation of traditional and advanced learning approaches like in-class and out-of-class including as both the physical and virtual appearances of teachers and students.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, educationists and policy makers can collect and draw valuable inferences and lessons from such studies to strengthen their policies of education. Actually the concept of blended learning ensures the continuous process of learning with critical approaches and transformation of the knowledge to the next generation (3,5) . Therefore, in order to become well-versed and would-be effective teacher, modern times essentially demand for them learning through modern techniques to make their learning interesting and motivational in order to gain maximum benefits from both approaches-face-toface and technological-oriented to help them continue process of teaching and learning (4,6).…”

Section: Introductionmentioning

confidence: 99%

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Blended Learning: Innovative challenge faced by students at University level in Pakistan

Irum¹

2020

IJST

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Objectives: To critically explore the perceptions of students about the problems and challenges faced by the students of Bachelor of Education (B.Ed.) in the universities of Pakistan. Methods: The study was a descriptive survey with quantitative approach which measured and quantified the perceptions and problems related to blended learning approach for teaching learning education in Pakistan. Data was collected from 250 out of 666 students enrolled in the Bachelor of Education (B.Ed.) level program offered by three general public sector universities of Pakistan in the academic year 2019. To collect data, a questionnaire with a three-point Likert scale was developed with the help of literature reviewed. The data was analyzed through frequencies, percentages and diagrams. Findings: The findings of the study revealed that the majority of students had a very positive view about the blended learning but at the same time they described many problems they faced during their learning, for example, lack of proper time, no skills and support to use proper way, lack of training, and un-availability of Learning Management Software (LMS) to use technological items for learning purposes. Application: The study recommended that proper institutional policy should be formed for effective use of blended mode for learning purpose in universities; proper training and skill development programs should be organized so that teachers could be able to use and integrate technology in their teaching. Keywords: Blended learning; perception; challenges; student teachers; teacher education

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Assessing cognitive presence in online inquiry‐based discussion through text classification and epistemic network analysis

Stein

et al. 2022

Brit J Educational Tech

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Providing coaching to participants in inquiry‐based online discussions contributes to developing cognitive presence (CP) and higher‐order thinking. However, a primary issue limiting quality and timely coaching is instructors' lack of tools to efficiently identify CP phases in massive discussion transcripts and effectively assess learners' cognitive development. This study examined a computational approach integrating text mining and co‐occurrence analysis for assessing CP and cognitive development in online discussions based on the community of inquiry (CoI) framework. First, text classifiers trained on different language models were evaluated for identifying and coding the CP phases. Second, epistemic network analysis (ENA) was employed to model cognitive patterns reflected by co‐occurrences between the coding elements. Results indicated that text classifiers trained on the state‐of‐the‐art language model Bidirectional Encoder Representations from Transformers (BERT) can address the efficiency issue in coding CP phases in discussion transcripts and obtain substantial agreements (Cohen's k = 0.76) with humans, which outperformed other baseline classifiers. Furthermore, compared to traditional quantitative content analysis, ENA can effectively model the temporal characteristics of online discourse and detect fine‐grained cognitive patterns. Overall, the findings suggest a feasible path for applying learning analytics to tracking learning progression and informing theory‐based assessments. What is already known about this topic Cognitive presence is an important construct describing the progression of thinking in online inquiry‐based discussions. Most studies used self‐report instruments or quantitative content analysis to measure and assess cognitive presence. More efficient and effective approaches were needed by instructors to support assessment of cognitive development and determine coaching strategies. What this paper adds An integrated computational approach for the developmental and formative assessment of cognitive presence was proposed and evaluated. A BERT‐based text classification model could efficiently code massive transcripts and achieve substantial agreements with human coders. Epistemic network analysis effectively revealed the process of cognitive development and identified representative discussion patterns and behaviours. Implications for practice and/or policy The proposed approach can considerably reduce the pressure on instructors, enabling them to focus on quality coaching and feedback. Compared to frequencies of individual codes, the connective features between codes carry more insights for assessing cognitive patterns. Learners in a discussion group play different roles and produce diverse paths of cognitive development.

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Stuck in the blend: Challenges faced by students enrolled in blended programs of Masters in Health Professions Education

Cited by 10 publications

References 16 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

Blended Learning: Innovative challenge faced by students at University level in Pakistan

Assessing cognitive presence in online inquiry‐based discussion through text classification and epistemic network analysis

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