The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education

Salyers, Vincent; Carter, Lorraine; Cairns, Steve; Durrer, Luke

doi:10.21225/d59s3z

Cited by 20 publications

(10 citation statements)

References 25 publications

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“…Course facilitators can consider participants’ previous experience with KT (e.g., beginner, intermediate, advanced) [ 46 ] and fit with participants’ previous learning and experience from other fields (e.g., terminology and concepts from physician education, project management, quality improvement, change management, behavior psychology etc.). Building upon previous knowledge can help scaffold and reinforce learning [ 34 , 47 ]. To help increase self-efficacy in KT, training initiatives can link to participants’ scope of practice (e.g., whether they are intervention developers, frontline implementers, or responsible for supporting front-line implementers) and opportunities to apply KT concepts.…”

Section: Discussionmentioning

confidence: 99%

Longitudinal evaluation of a course to build core competencies in implementation practice

et al. 2018

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BackgroundFew training opportunities are available for implementation practitioners; we designed the Practicing Knowledge Translation (PKT) to address this gap. The goal of PKT is to train practitioners to use evidence and apply implementation science in healthcare settings. The aim of this study was to describe PKT and evaluate participant use of implementation science theories, models, and frameworks (TMFs), knowledge, self-efficacy, and satisfaction and feedback on the course.MethodsPKT was delivered to implementation practitioners between September 2015 and February 2016 through a 3-day workshop, 11 webinars. We assessed PKT using an uncontrolled before and after study design, using convergent parallel mixed methods. The primary outcome was use of TMFs in implementation projects. Secondary outcomes were knowledge and self-efficacy across six core competencies, factors related to each of the outcomes, and satisfaction with the course. Participants completed online surveys and semi-structured interviews at baseline, 3, 6, and 12 months.ResultsParticipants (n = 15) reported an increase in their use of implementation TMFs (mean = 2.11; estimate = 2.11; standard error (SE) = 0.4; p = 0.03). There was a significant increase in participants’ knowledge of developing an evidence-informed, theory-driven program (ETP) (estimate = 4.10; SE = 0.37; p = 0.002); evidence implementation (estimate = 2.68; SE = 0.42; p < 0.001); evaluation (estimate = 4.43; SE = 0.36; p < 0.001); sustainability, scale, and spread (estimate = 2.55; SE = 0.34; p < 0.001); and context assessment (estimate = 3.86; SE = 0.32; p < 0.001). There was a significant increase in participants’ self-efficacy in developing an ETP (estimate = 3.81; SE = 0.34; p < 0.001); implementation (estimate = 3.01; SE = 0.36; p < 0.001); evaluation (estimate = 3.83; SE = 0.39; p = 0.002); sustainability, scale, and spread (estimate = 3.06; SE = 0.46; p = 0.003); and context assessment (estimate = 4.05; SE = 0.38; p = 0.016).ConclusionProcess and outcome measures collected indicated that PKT participants increased use of, knowledge of, self-efficacy in KT. Our findings highlight the importance of longitudinal evaluations of training initiatives to inform how to build capacity for implementers.Electronic supplementary materialThe online version of this article (10.1186/s13012-018-0800-3) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Longitudinal evaluation of a course to build core competencies in implementation practice

et al. 2018

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“…Monika (2013) noted that the evolving definition of e-learning describes e-learning as educational content or learning experiences that are provided or enabled by Internet technology to enhance an individual's knowledge and performance. As Salyers et al (2014) showed that e-learning, since its inception in the 1990s, has found its way into the public, private, and institutional sectors, and educational circles ranging from the K-12 sector to adult education. Moreover, its growth shows no signs.…”

Section: The Distance Education Conceptmentioning

confidence: 99%

A Suggested Proposal to Develop Distance Learning Programs in Border Schools in the Kingdom of Saudi Arabia

Sorour¹,

El-Hussein²

2022

HES

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The aim of this research is to find a proposed vision for developing distance education programs in border schools in the Kingdom of Saudi Arabia, and to explore the reality of the proposed educational programs for developing distance education programs. In order to achieve the research objectives, the descriptive and analytical approach was used for its suitability for this research, as the questionnaire was used as a research tool. The research sample consisted of (150) female teachers from border schools. The results of the research revealed that the reality of female teachers ’practice on distance learning programs in border schools in the Kingdom of Saudi Arabia is central. And that the use of technology is the most important requirement for developing distance education programs in border schools from the Kingdom of Saudi Arabia. The results also showed the achievement of leadership in diversifying and developing teaching and learning methods through the distance education system based on employing modern information and communication technology, equipping schools with all technological equipment, and supporting students with modern equipment and teachers with modern training to achieve the goals of distance education. In light of the results, the research paper presented a proposal for developing distance education programs in border schools in the Kingdom of Saudi Arabia.

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“…It does not, however, refer to building course content; rather, it refers to building learning capacity through activities that support learning. As a practice, scaffolding can be used in face-toface, blended, and online learning settings (Salyers, Carter, Cairns, & Durrer, 2014).…”

Section: Scaffolding In An Intercultural Curriculummentioning

confidence: 99%

An Intercultural Curriculum in a Leadership in Community Engagement Program: Linking Theory and Practice

Mercer¹,

Carter

2018

JPCOE

Self Cite

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Student diversity in Canadian universities is rapidly increasing, and faculty and curriculum developers are challenged to transform programs and pedagogies to meet the learning needs of diverse students. While universities across Canada are actively attending to the need for interculturality and diversity in undergraduate education, this same need exists in continuing education units that serve diverse populations of adult learners. This paper explores the intercultural curricular experience in the context of adult education in two ways: (i) literature that reviews key terms and concepts related to culture, interculturality, and learning, and (ii) examples of intercultural learning based on a certificate program called Leadership in Community Engagement offered by the Centre for Continuing Education at McMaster University in Hamilton, Ontario, Canada. Recommendations for those working in adult and continuing education who strive for respectful and meaningful intercultural learning are also offered.

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The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education

Abstract: This paper reviews the foundational literature of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement. These concepts are then considered in two limited case studies, each involving e-learning and adult learners-in particular, nurse-learners.

Cited by 20 publications

References 25 publications

Longitudinal evaluation of a course to build core competencies in implementation practice

Longitudinal evaluation of a course to build core competencies in implementation practice

A Suggested Proposal to Develop Distance Learning Programs in Border Schools in the Kingdom of Saudi Arabia

An Intercultural Curriculum in a Leadership in Community Engagement Program: Linking Theory and Practice

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