Lessons from e-Learning courses in healthcare: A scoping review
Purpose: This paper provides an overview of studies that integrate adult learners’ perceptions on e-Learning courses related to healthcare, by identifying and describing characteristics and key factors of these courses and by delineating factors that should be considered when designing e-Learning c...
| Main Authors: | , , |
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| Format: | Article |
| Language: | deu |
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FernUniversität Hagen
2023-12-01
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| Series: | E-learning and Education |
| Subjects: | |
| Online Access: | https://www.eleed.de/archive/15/5746 |
| _version_ | 1797403205866356736 |
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| author | Dana Gaigulo Marika King Juan Bornman |
| author_facet | Dana Gaigulo Marika King Juan Bornman |
| author_sort | Dana Gaigulo |
| collection | DOAJ |
| description | Purpose: This paper provides an overview of studies that integrate adult learners’ perceptions on e-Learning courses related to healthcare, by identifying and describing characteristics and key factors of these courses and by delineating factors that should be considered when designing e-Learning courses for healthcare practitioners.
Methods: A scoping review was conducted of studies evaluating university level e-Learning courses in healthcare disciplines (2010–2020), following the PRISMA-ScR method for data identification, screening, selection and extraction. The data was prepared according to the study, participants, and course characteristics as well as the evaluation of learners’ success, engagement and perceptions.
Findings: Of the 246 identified studies, 12 met the inclusion criteria for this study. The evaluation of the e-Learning courses in the sample was generally positive for both online and hybrid models for all outcome variables. Three factors influencing the structure, process and outcome quality of e-learning courses stood out: the functionality of the learning management system (LMS) (i.e., structure quality); the importance of real-time interaction and feedback (i.e., process and outcome quality); and the influence of initial expectations on process and outcome quality.
Originality: A substantial body of research has addressed issues related to outcomes and course design across e-Learning courses. Yet, there is no consensus on what can be defined as a successful, high-quality e-Learning course from an adult learner’s perspective. This research highlights factors to consider when designing e-Learning courses for healthcare practitioners that integrates the adult learner’s perspective. |
| first_indexed | 2024-03-09T02:35:11Z |
| format | Article |
| id | doaj.art-2418b450465b4643bb45e6fa84f881d3 |
| institution | Directory Open Access Journal |
| issn | 1860-7470 |
| language | deu |
| last_indexed | 2024-03-09T02:35:11Z |
| publishDate | 2023-12-01 |
| publisher | FernUniversität Hagen |
| record_format | Article |
| series | E-learning and Education |
| spelling | doaj.art-2418b450465b4643bb45e6fa84f881d32023-12-06T09:06:52ZdeuFernUniversität HagenE-learning and Education1860-74702023-12-01151Lessons from e-Learning courses in healthcare: A scoping reviewDana Gaigulo0Marika King 1Juan Bornman2Ludwig-Maximilians-University MunichUtah State UniversityUniversity of Pretoria Purpose: This paper provides an overview of studies that integrate adult learners’ perceptions on e-Learning courses related to healthcare, by identifying and describing characteristics and key factors of these courses and by delineating factors that should be considered when designing e-Learning courses for healthcare practitioners. Methods: A scoping review was conducted of studies evaluating university level e-Learning courses in healthcare disciplines (2010–2020), following the PRISMA-ScR method for data identification, screening, selection and extraction. The data was prepared according to the study, participants, and course characteristics as well as the evaluation of learners’ success, engagement and perceptions. Findings: Of the 246 identified studies, 12 met the inclusion criteria for this study. The evaluation of the e-Learning courses in the sample was generally positive for both online and hybrid models for all outcome variables. Three factors influencing the structure, process and outcome quality of e-learning courses stood out: the functionality of the learning management system (LMS) (i.e., structure quality); the importance of real-time interaction and feedback (i.e., process and outcome quality); and the influence of initial expectations on process and outcome quality. Originality: A substantial body of research has addressed issues related to outcomes and course design across e-Learning courses. Yet, there is no consensus on what can be defined as a successful, high-quality e-Learning course from an adult learner’s perspective. This research highlights factors to consider when designing e-Learning courses for healthcare practitioners that integrates the adult learner’s perspective.https://www.eleed.de/archive/15/5746e-learningdistance learningadult educationhigher educationhealthcareprisma-scr method |
| spellingShingle | Dana Gaigulo Marika King Juan Bornman Lessons from e-Learning courses in healthcare: A scoping review E-learning and Education e-learning distance learning adult education higher education healthcare prisma-scr method |
| title | Lessons from e-Learning courses in healthcare: A scoping review |
| title_full | Lessons from e-Learning courses in healthcare: A scoping review |
| title_fullStr | Lessons from e-Learning courses in healthcare: A scoping review |
| title_full_unstemmed | Lessons from e-Learning courses in healthcare: A scoping review |
| title_short | Lessons from e-Learning courses in healthcare: A scoping review |
| title_sort | lessons from e learning courses in healthcare a scoping review |
| topic | e-learning distance learning adult education higher education healthcare prisma-scr method |
| url | https://www.eleed.de/archive/15/5746 |
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