The perceptions and experiences of e-learning within undergraduate healthcare education: A case study

Hdl Handle:
http://hdl.handle.net/10034/620320
Title:
The perceptions and experiences of e-learning within undergraduate healthcare education: A case study
Authors:
Brownsell, Michael D.
Abstract:
Introduction: The use of e-learning in healthcare education is being increasingly advocated and used, but can prove challenging. The need to explore educator’s experience and student perspectives in relation to this area of pedagogy was identified as a relevant area of study Study Aim: To explore and critically analyse the perspectives and experiences of healthcare educators and students regarding e-learning. Design: A mixed methods exploratory case study of one HEI’s use of e-learning. Methods: Quantitative descriptive data was collected through educator and student questionnaires from 34 academics and 127 students across four university departments delivering undergraduate healthcare related programmes. A sample of 12 module web spaces and associated documentation was reviewed. The data sets were considered in relation to the thematic analysis of 16 semi-structured educator interviews and 6 healthcare student focus groups. Results: Educator and student needs are interwoven during undergraduate healthcare provision. Differing educational philosophies, practices and culture across the cases created opportunities and challenges with e-learning. Two differing, yet potentially complimentary definitions of e-learning existed within and across the four departments which produced either congruence or conflict toward the varied e-learning approaches. Student respondents selectively engaged in what was primarily educator controlled e-learning. Conclusions: The findings highlighted the need for agreement and understanding of philosophical and pedagogical underpinnings which define and shape e-learning by educators and students, along with an awareness of differing professional cultures across which e-learning is required to operate. Originality / Value: The findings of this study offer a deeper understanding of the effect on educator and student engagement in e-learning of differing higher education and professional practice education cultures. A model is offered as a response to particular issues faced by the study respondents; whilst non-generalisable the model may serve as an enlightening guide for educators who are introducing or applying constructivist e-learning practices within undergraduate healthcare provision and benefit the student experience.
Citation:
Brownsell, M. D. (2016). The perceptions and experiences of e-learning within undergraduate healthcare education: A case study. (Doctoral dissertation). University of Chester, United Kingdom.
Publisher:
University of Chester
Publication Date:
Mar-2016
URI:
http://hdl.handle.net/10034/620320
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
Theses

Full metadata record

DC FieldValue Language
dc.contributor.authorBrownsell, Michael D.en
dc.date.accessioned2017-01-23T14:23:27Z-
dc.date.available2017-01-23T14:23:27Z-
dc.date.issued2016-03-
dc.identifier.citationBrownsell, M. D. (2016). The perceptions and experiences of e-learning within undergraduate healthcare education: A case study. (Doctoral dissertation). University of Chester, United Kingdom.en
dc.identifier.urihttp://hdl.handle.net/10034/620320-
dc.description.abstractIntroduction: The use of e-learning in healthcare education is being increasingly advocated and used, but can prove challenging. The need to explore educator’s experience and student perspectives in relation to this area of pedagogy was identified as a relevant area of study Study Aim: To explore and critically analyse the perspectives and experiences of healthcare educators and students regarding e-learning. Design: A mixed methods exploratory case study of one HEI’s use of e-learning. Methods: Quantitative descriptive data was collected through educator and student questionnaires from 34 academics and 127 students across four university departments delivering undergraduate healthcare related programmes. A sample of 12 module web spaces and associated documentation was reviewed. The data sets were considered in relation to the thematic analysis of 16 semi-structured educator interviews and 6 healthcare student focus groups. Results: Educator and student needs are interwoven during undergraduate healthcare provision. Differing educational philosophies, practices and culture across the cases created opportunities and challenges with e-learning. Two differing, yet potentially complimentary definitions of e-learning existed within and across the four departments which produced either congruence or conflict toward the varied e-learning approaches. Student respondents selectively engaged in what was primarily educator controlled e-learning. Conclusions: The findings highlighted the need for agreement and understanding of philosophical and pedagogical underpinnings which define and shape e-learning by educators and students, along with an awareness of differing professional cultures across which e-learning is required to operate. Originality / Value: The findings of this study offer a deeper understanding of the effect on educator and student engagement in e-learning of differing higher education and professional practice education cultures. A model is offered as a response to particular issues faced by the study respondents; whilst non-generalisable the model may serve as an enlightening guide for educators who are introducing or applying constructivist e-learning practices within undergraduate healthcare provision and benefit the student experience.en
dc.language.isoenen
dc.publisherUniversity of Chesteren
dc.subjecte-learningen
dc.subjecthealthcare educationen
dc.titleThe perceptions and experiences of e-learning within undergraduate healthcare education: A case studyen
dc.typeThesis or dissertationen
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
dc.description.advisorThomas, Mikeen
dc.description.advisorMcIntosh-Scott, Annetteen
dc.description.advisorLovell, Andyen
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