Tutors' opinions of suitability of online learning programmes in continuing professional development for midwives
Tutors' opinions of suitability of online learning programmes in continuing professional development for midwives
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DOI：
10.1016/j.nedt.2013.06.006
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发表时间：
2014-04-01
影响因子：
3.9
通讯作者：
Kelly, Daniel
中科院分区：
文献类型：
--
作者：
Gould, Dinah;Papadopoulos, Irena;Kelly, Daniel
背景：在线学习经常用于合格护士和助产士的持续专业发展。通常假设相同的包适用于不同的学习者群体，并且通过减少对教程输入的需求，可以节省教程时间。目的：我们评估了在线学习资源在助产士持续专业发展中的适用性。最初是作为针对特定受众的一揽子工作计划的一部分而开发的，但一直有计划与其他保健工作者群体更普遍地使用这些资源。设计：顺序混合方法研究。环境：英国大学。参与者：70名大学导师。方法：在线、问卷调查和深度访谈。研究发现：导师不认为在线学习材料在没有显著调整的情况下适合更广泛的受众。他们认为这种吸收会增加对指导输入的需求。结论：我们的研究结果证明了将学习从实践的背景中移除的陷阱。为满足一组学习者的需要而定制的技术，如果不进行重大调整，可能无法转移到另一组学习者。负责设计电子学习的人应该从一开始就考虑到资源所针对的所有不同受众的需求，考虑到将学习应用于实践的背景以及如何支持学生。如果不同的受众和在不同的环境中使用相同的包，导师和学生将需要明确的指导，说明他们应该如何使用资源，以及在课程结束时应该达到的知识深度和能力水平。(C) 2013 Elsevier Ltd.版权所有。
Background: Online learning is frequently used in continuing professional development for qualified nurses and midwives. It is frequently assumed that the same package is appropriate for different groups of learners and that by reducing the need for tutorial input, tutorial time is saved.Objectives: We evaluated the suitability of an online learning resource for suitability in continuing professional development for midwives. Originally developed for use as part of a work-based package for a specific audience, there had always been plans for more general use of the resource with other groups of health workers.Design: Sequential mixed methods study.Setting: English universities.Participants: Seventy university tutors.Methods: Online, questionnaire and in-depth interviews.Findings: Tutors did not consider that the online learning materials would be suitable for a wider audience without significant adaptation. They thought that uptake would increase need for tutorial input.Conclusion: Our findings demonstrate the pitfalls of removing learning from the context of practice. Technology customised to meet the needs of one group of learners probably does not have the potential for transfer to another group without significant adaptation. Those responsible for designing e-learning should take into account the needs of all the different audiences for whom the resource is intended from the outset, with consideration for the context in which learning will be applied to practice and how students will be supported. If the same package is to be used by different audiences and in different settings, tutors and students will require explicit instructions of how they should use the resource and depth of knowledge and level of competency that should be attained at the conclusion of the programme. (C) 2013 Elsevier Ltd. All rights reserved.