Participation in online continuing education
Participation in online continuing education
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DOI：
10.1111/ijpp.12202
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发表时间：
2016-02-01
影响因子：
1.8
通讯作者：
Kennie, Natalie
中科院分区：
文献类型：
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作者：
Farrell, Barbara;Ward, Natalie;Kennie, Natalie
目标ADAPT（调整药剂师的技能和方法，以最大限度地提高患者的药物治疗效果）电子学习计划需要每周参加模块活动和促进讨论，以支持技能的吸收。在这项研究中，我们试图描述的程度和模式，满意度和影响因素参与的初始方案提供和退出的原因。从讨论板、任务和行动计划中获得的定性数据对参与情况进行了审查。学习者估计的时间承诺和行动计划的提交率进行了计算。调查（Likert量表和开放式问题）包括中点和最后，退出和参与调查。其余75名学员中有35人完成了参与调查。虽然其余75名学习者中有50-60%继续积极参与，但只有15/35的受访者对自己的参与感到满意。学员每周平均花3- 5小时参加模块活动。挑战参与的因素包括技术困难，管理时间和小组工作。促进参与的因素包括愿意学习（高度感兴趣的内容）和支持性的工作环境。被告知提前计划时间安排被确定为一种方式，以提高participation.ConclusionsThis研究确定学习者参与的程度在网上药师继续教育计划，并确定影响参与的因素。学习者与在线界面、内容以及与其他学习者之间的互动是设计在线教育项目的重要考虑因素。在这次评价之后纳入了方案修改建议，以便利参与。
ObjectivesThe ADAPT (ADapting pharmacists' skills and Approaches to maximize Patients' drug Therapy effectiveness) e-learning programme requires weekly participation in module activities and facilitated discussion to support skill uptake. In this study, we sought to describe the extent and pattern of, satisfaction with and factors affecting participation in the initial programme offering and reasons for withdrawal.MethodsMixed methods - convergent parallel approach. Participation was examined in qualitative data from discussion boards, assignments and action plans. Learner estimations of time commitment and action plan submission rates were calculated. Surveys (Likert scale and open-ended questions) included mid-point and final, exit and participation surveys.Key findingsEleven of 86 learners withdrew, most due to time constraints (eight completed an exit survey; seven said they would take ADAPT again). Thirty-five of 75 remaining learners completed a participation survey. Although 50-60% of the remaining 75 learners actively continued participating, only 15/35 respondents felt satisfied with their own participation. Learners spent 3-5h/week (average) on module activities. Factors challenging participation included difficulty with technology, managing time and group work. Factors facilitating participation included willingness to learn (content of high interest) and supportive work environment. Being informed of programme time scheduling in advance was identified as a way to enhance participation.ConclusionsThis study determined extent of learner participation in an online pharmacist continuing education programme and identified factors influencing participation. Interactions between learners and the online interface, content and with other learners are important considerations for designing online education programmes. Recommendations for programme changes were incorporated following this evaluation to facilitate participation.