Walking Through the Fire: Integrating Technology to Enhance the Research Skills of Minority Mental Health Student Researchers

Ouellette, Philip M.; Briscoe, Richard

doi:10.1300/j017v19n02_07

Cited by 3 publications

(10 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Concerns about negative effects on patient care have been raised, both in terms of managing additional tasks and of interference in the doctor–patient relationship 18 . Trainers also have concerns about the process of change 10,19 their lack of involvement in e‐learning developments 20 and poor communication with IT staff 10 . Lack of time is of great concern.…”

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

“…Incentives for trainers are needed 17 . Trainers need time to master the technology, to convert materials and to prepare teaching sessions 19,42 . A crucial issue is that information or content obtained from patients must be with informed consent 39 .…”

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

“…Trainers can be reluctant to adopt new systems that disrupt established practices, and can be sceptical of their benefits 18 . There is resistance to the need for change in teaching methods, with unclear messages from management and a lack of guidance or good practice 19,23,32,38,50,51,55,56,59,61 . Trainers find that packages are of poor quality, inappropriate or insufficient for the task with a lack of standards and they lack information about packages and the time to evaluate them 10,14,17,18,33,38,48,59 .…”

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

“…They can lack motivation to undertake study 24 . Learners need to change their learning styles 19,21,24,25,32,35,47,63 and may see lack of interactivity as a problem and prefer personal contact 21,26,29,33,35,64 . E‐learning can be time consuming 27,35,53 with a significant risk of information overload 51 .…”

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

“…Support should be provided on use of the package and the content, e.g. being clear about assignments and timelines 19,35 providing ‘wrap around guides’ 23 and support materials 35,61,65 . Learners should be given feedback on their progress 13,18,39,53 .…”

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

See 4 more Smart Citations

Effective e‐learning for health professionals and students—barriers and their solutions. A systematic review of the literature—findings from the HeXL project

Childs

Blenkinsopp

Hall

et al. 2005

Health Info Libraries J

365

347

View full text Add to dashboard Cite

Introduction : In 2003/4 the Information Management Research Institute, Northumbria University, conducted a research project to identify the barriers to e-learning for health professionals and students. The project also established possible ways to overcome these barriers. The North of England Workforce Development Confederation funded the project. Methodology : The project comprised a systematic review of the literature on barriers to and solutions/critical success factors for e-learning in the health field. Fifty-seven references were suitable for analysis. This review was supplemented by a questionnaire survey of learners and an interview study of learning providers to ensure that data identified from the literature were grounded in reality. Results : The main barriers are: requirement for change; costs; poorly designed packages; inadequate technology; lack of skills; need for a component of faceto-face teaching; time intensive nature of e-learning; computer anxiety.A range of solutions can solve these barriers. The main solutions are: standardization; strategies; funding; integration of e-learning into the curriculum; blended teaching; user friendly packages; access to technology; skills training; support; employers paying e-learning costs; dedicated work time for e-learning. Conclusions : The authors argue that librarians can play an important role in e-learning: providing support and support materials; teaching information skills; managing and providing access to online information resources; producing their own e-learning packages; assisting in the development of other packages.

show abstract

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

Section: Systematic Literature Review Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Effective e‐learning for health professionals and students—barriers and their solutions. A systematic review of the literature—findings from the HeXL project

Childs

Blenkinsopp

Hall

et al. 2005

Health Info Libraries J

365

347

View full text Add to dashboard Cite

show abstract

Alliance Recommendations to Establish Quality in Egyptian Higher Education VLEs

AbdEl-Badea

2021

المجلة الدولية للتعليم الإلکتروني

View full text Add to dashboard Cite

This research aims to identify quality in VLEs (Virtual Learning Environments), describes the development of a model, based on original research, describing the characteristics associated with the successful deployment of technology evidenced in the Egyptian higher education, and the alliance factors related to such implementation of quality in VLE. Research findings clarify the importance of quality for the accreditation of VLEs and demonstrate the proposed model that, based on the motivations arising from the challenges: improving the quality of learning, identify the possible stakeholders in determining the quality of VLEs, improving access to teaching and learning, and reducing the costs for providers. The suggested model incorporates: stakeholders' satisfaction; learning outcomes; environment facilities; and evaluation during development. The findings also revealed groups of Recommendations for VLEs' participants, designers, and administration to accomplish quality in VLEs.

show abstract

E-Learning in Information Management (IM) Education in Sri Lanka: An examination of contextual issues

Suraweera¹

View full text Add to dashboard Cite

<p>Information is considered a fundamental resource for improving the quality of governance and promoting socio-economic development in developing countries. In Sri Lanka, under the government’s vision of higher education, Information Management (IM) education is seen as important for fostering the development of a high quality market-oriented and knowledge-based society. However, a number of barriers currently restrict access to IM education by Sri Lankan information workers: the provision of education is limited to face-to-face teaching at three institutions in the Colombo (capital city) area, and the country’s physical infrastructure makes it difficult for full-time workers to attend classes without missing substantial work time. This results in IM employer reluctance to support education. Hence there is a growing need to provide equity of access to IM education. In response to World Bank reports (2007, 2009) the Quality Assurance and Accreditation Council (QAAC) of Sri Lanka aims to foster transformative change in IM education with the goal of increasing equality of access to IM education through the use of e-learning. A number of early attempts to implement e-learning in Sri Lanka have already failed (Anderson, 2008). There is no rigorous research that investigates what factors have an impact on the introduction and use of e-learning in tertiary-level IM education in the Sri Lankan context and what the barriers or enablers to doing so might be. Understanding of the cultural context is known to be critical for the success of e-learning (Siritongthaworn et al., 2006). This research fills these gaps in the literature. It was guided by two questions: (i) what are the contextual factors that affect the introduction and use of e-learning in tertiary-level IM education in Sri Lanka? and (ii) how do these factors affect the introduction and use of e-learning? An interpretive case study research was conducted. Thirty semi-structured interviews were conducted with information management education providers, existing e-learning providers and relevant stakeholders, and three focus group discussions were conducted with information workers and academics. Relevant documents were also analysed: (i) official government documents, e.g. policies, reports, and announcements; (ii) official documents from private sources, e.g. administrative documents, proposals, progress reports, and other internal records; and (iii) relevant internet resources. Fullan’s (1991) educational change theory and Hofstede, Hofstede, and Minkov’s (2010) cultural dimensions provided a basis for a conceptual model to guide the process of data collection and analysis in this study to gain an understanding of factors affecting the introduction and use of e-learning in tertiary-level IM education in Sri Lanka. Factors that are perceived to have an impact on the introduction and use of e-learning in tertiary-level IM education in Sri Lanka were found at different levels. Macro-level factors included social and cultural factors, governmental factors, and technological factors. Meso-level factors included resistance to pedagogical change, lack of human and other resources, lack of collaboration/partnership among stakeholders and collective perception of e-learning acceptance. A key outcome of this study is the development of a contextual framework to guide the introduction and use of e-learning in tertiary-level IM education in Sri Lanka. This study extends education and sociology research (including socio-technological innovation research) involving Fullan’s educational change theory and Hofstede, Hofstede, and Minkov’s cultural dimensions into a developing country context. In addition to the study contributing to theoretical understanding in education and sociology research, the findings of this study have implications for IM educators and practice in the forms of development of policies, implementation of e-learning, and prioritization and allocation of resources.</p>

show abstract

Walking Through the Fire: Integrating Technology to Enhance the Research Skills of Minority Mental Health Student Researchers

Cited by 3 publications

References 15 publications

Effective e‐learning for health professionals and students—barriers and their solutions. A systematic review of the literature—findings from the HeXL project

Effective e‐learning for health professionals and students—barriers and their solutions. A systematic review of the literature—findings from the HeXL project

Alliance Recommendations to Establish Quality in Egyptian Higher Education VLEs

E-Learning in Information Management (IM) Education in Sri Lanka: An examination of contextual issues

Contact Info

Product

Resources

About