INTRODUCTION:Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. METHODS:Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. RESULTS: Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. DISCUSSION: CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully.
RCT Entities:
INTRODUCTION: Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning. METHODS: Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results. RESULTS: Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described. DISCUSSION: CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully.
Authors: Joan R Cates; Sandra J Diehl; Bernard F Fuemmeler; Stephen W North; Richard J Chung; Jill Forcina Hill; Tamera Coyne-Beasley Journal: J Public Health Manag Pract Date: 2020 Mar/Apr
Authors: Unnikrishnan K Menon; Suja Gopalakrishnan; C Sumithra N Unni; Riju Ramachandran; B Poornima; Anu Sasidharan; M S Ashika; Natasha Radhakrishnan Journal: J Family Med Prim Care Date: 2021-05-31
Authors: Julio C Medina-Presentado; Alvaro Margolis; Lucia Teixeira; Leticia Lorier; Ana C Gales; Graciela Pérez-Sartori; Maura S Oliveira; Verónica Seija; Daniela Paciel; Rafael Vignoli; Silvia Guerra; Henry Albornoz; Zaida Arteta; Antonio Lopez-Arredondo; Sofía García Journal: Braz J Infect Dis Date: 2016-12-03 Impact factor: 3.257