Online collaborative learning for healthcare continuing professional development: a cross-case analysis of three case studies

被引：21
作者：
Sandars, John
Langlois, Michele
Waterman, Heather
机构：
[1] Univ Leeds, Med Educ Unit, Leeds L52 9LN, W Yorkshire, England
[2] Univ Manchester, Manchester M13 9PL, Lancs, England
来源：
MEDICAL TEACHER | 2007年 / 29卷 / 01期
关键词：
TECHNOLOGY ACCEPTANCE MODEL;
D O I：
10.1080/01421590601045916
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
There has been increasing interest in the use of computers to facilitate collaborative learning between healthcare professionals for continuing professional development but many schemes appear to be unsuccessful. The aim of the study was to identify, from a cross-case analysis of three case studies, the main factors that facilitate and inhibit online collaborative learning for healthcare continuing professional development. The intervention was an asynchronous, structured and moderated discussion board. Data were collected by semi-structured telephone interviews on a purposive sample from each case study, documentary analysis of all self-reported comments made in the discussion boards, log of technical problems and evaluation of discussion board activity. Three key factors were identified: the need for implementation based on the requirements of users, the acceptance of this approach by the user and the development of a supportive organization within which the healthcare professionals work. This study has highlighted the overall low level of activity and this would appear to be because implementation has not been based on an understanding of the healthcare context.
引用
收藏
页码：E9 / E17
页数：9
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