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Gaigulo, D., King, M., Bornman, J. (2023). Lessons from e-Learning courses in healthcare:. eleed, Iss. 15. (urn:nbn:de:0009-5-57461)
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%0 Journal Article %T Lessons from e-Learning courses in healthcare: %A Gaigulo, Dana %A King, Marika %A Bornman, Juan %J eleed %D 2023 %V 15 %N 1 %@ 1860-7470 %F gaigulo2023 %X 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. %L 370 %K PRISMA-ScR method %K adult education %K distance learning %K e-learning %K healthcare %K higher education %U http://nbn-resolving.de/urn:nbn:de:0009-5-57461Download
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@Article{gaigulo2023, author = "Gaigulo, Dana and King, Marika and Bornman, Juan", title = "Lessons from e-Learning courses in healthcare:", journal = "eleed", year = "2023", volume = "15", number = "1", keywords = "PRISMA-ScR method; adult education; distance learning; e-learning; healthcare; higher education", abstract = "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.", issn = "1860-7470", url = "http://nbn-resolving.de/urn:nbn:de:0009-5-57461" }Download
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TY - JOUR AU - Gaigulo, Dana AU - King, Marika AU - Bornman, Juan PY - 2023 DA - 2023// TI - Lessons from e-Learning courses in healthcare: JO - eleed VL - 15 IS - 1 KW - PRISMA-ScR method KW - adult education KW - distance learning KW - e-learning KW - healthcare KW - higher education AB - 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. SN - 1860-7470 UR - http://nbn-resolving.de/urn:nbn:de:0009-5-57461 ID - gaigulo2023 ER -Download
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<?xml version="1.0" encoding="UTF-8"?> <b:Sources SelectedStyle="" xmlns:b="http://schemas.openxmlformats.org/officeDocument/2006/bibliography" xmlns="http://schemas.openxmlformats.org/officeDocument/2006/bibliography" > <b:Source> <b:Tag>gaigulo2023</b:Tag> <b:SourceType>ArticleInAPeriodical</b:SourceType> <b:Year>2023</b:Year> <b:PeriodicalTitle>eleed</b:PeriodicalTitle> <b:Volume>15</b:Volume> <b:Issue>1</b:Issue> <b:Url>http://nbn-resolving.de/urn:nbn:de:0009-5-57461</b:Url> <b:Author> <b:Author><b:NameList> <b:Person><b:Last>Gaigulo</b:Last><b:First>Dana</b:First></b:Person> <b:Person><b:Last>King</b:Last><b:First>Marika</b:First></b:Person> <b:Person><b:Last>Bornman</b:Last><b:First>Juan</b:First></b:Person> </b:NameList></b:Author> </b:Author> <b:Title>Lessons from e-Learning courses in healthcare:</b:Title> <b:Comments>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.</b:Comments> </b:Source> </b:Sources>Download
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PT Journal AU Gaigulo, D King, M Bornman, J TI Lessons from e-Learning courses in healthcare: SO eleed PY 2023 VL 15 IS 1 DE PRISMA-ScR method; adult education; distance learning; e-learning; healthcare; higher education AB 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. ERDownload
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<mods> <titleInfo> <title>Lessons from e-Learning courses in healthcare:</title> </titleInfo> <name type="personal"> <namePart type="family">Gaigulo</namePart> <namePart type="given">Dana</namePart> </name> <name type="personal"> <namePart type="family">King</namePart> <namePart type="given">Marika</namePart> </name> <name type="personal"> <namePart type="family">Bornman</namePart> <namePart type="given">Juan</namePart> </name> <abstract>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.</abstract> <subject> <topic>PRISMA-ScR method</topic> <topic>adult education</topic> <topic>distance learning</topic> <topic>e-learning</topic> <topic>healthcare</topic> <topic>higher education</topic> </subject> <classification authority="ddc">370</classification> <relatedItem type="host"> <genre authority="marcgt">periodical</genre> <genre>academic journal</genre> <titleInfo> <title>eleed</title> </titleInfo> <part> <detail type="volume"> <number>15</number> </detail> <detail type="issue"> <number>1</number> </detail> <date>2023</date> </part> </relatedItem> <identifier type="issn">1860-7470</identifier> <identifier type="urn">urn:nbn:de:0009-5-57461</identifier> <identifier type="uri">http://nbn-resolving.de/urn:nbn:de:0009-5-57461</identifier> <identifier type="citekey">gaigulo2023</identifier> </mods>Download
Full Metadata
Bibliographic Citation | e-learning and education, Iss. 15 |
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Title |
Lessons from e-Learning courses in healthcare: (eng) |
Author | Dana Gaigulo, Marika King, Juan Bornman |
Language | eng |
Abstract | 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. |
Subject | PRISMA-ScR method, adult education, distance learning, e-learning, healthcare, higher education |
Classified Subjects |
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DDC | 370 |
Rights | fDPPL |
URN: | urn:nbn:de:0009-5-57461 |