Click Here! E-Learning Modules for Innovative Instruction and Learning
Purpose
Re-designing all or portions of a course with a fresh perspective can re-energize faculty and make the content more engaging for the learner. Teaching the millennial generation is also prompting faculty to revisit educational strategies. The use of electronic learning platforms, such as eLearning modules, is an innovative learning strategy with several reported benefits including flexibility and convenience for usage, ability for learners to study at their own pace and adaptability to different learning styles. Using technology that is free or already available to faculty, even the novice designer can begin development of these useful study tools. The key to effective eLearning modules is in their design, implementation and subsequent evaluation for effectiveness.
Methods and/or Description of Project
Learn from the practical experience of early adopters who will review the evidence supporting this type of delivery, the decision making process utilized to identify appropriate content areas, and provide a step-by-step template of how module development goes from a sketch and brainstormed idea to a tangible product with input from students, clinical instructors and an interprofessional peer faculty team. In addition, ideas for evaluating effectiveness will be shared based on the Pillars of Learning Effectiveness.
Several exemplars of E-learning modules will be demonstrated on selected topics such as cardiopulmonary evaluation, range of motion assessment, bariatric equipment overview, and clinical education faculty development.
Results/Outcomes
Use of e-learning modules has been implemented in several classes throughout the curriculum on a variety of educational topics including cardiopulmonary evaluation, range of motion examination, and overview of bariatric equipment. A module is also being developed for clinical education faculty regarding methods for providing meaningful student feedback during clinical education experiences.
The preliminary data supports that learning outcomes have been achieved with high student usage and satisfaction, an improved first time lab practical pass rate with less faculty time needed for student remediation, and overall faculty satisfaction with the implementation of e-learning modules.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
In the pursuit of excellence in physical therapy education, instructors are always looking for innovative, evidence-based instructional methods to enhance student learning and meet the needs of the millennial student. E-Learning modules utilizing interactive technology have been shown to be an effective method for improving student performance in the classroom and the clinic and overall are well received by students. These study aides are individualized, flexible, available any time on any device, align directly to learning objectives and assessment, and provide immediate feedback to facilitate student learning. This supports the APTA Education Section’s strategic plan of supporting the educator role with “evidence based teaching and learning principles, methods and strategies.”
References
Cottrell, S., & Donaldson, J. H. (2013). Exploring the opinions of registered nurses working in a clinical transfusion environment on the contribution of e-learning to personal learning and clinical practice: Results of a small scale educational research study. Nurse Education in Practice, 13(3), 221-227. doi:10.1016/j.nepr.2013.01.014
Glogowska, M., Young, P., Lockyer, L., & Moule, P. (2011). How 'blended' is blended learning?: Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context. Nurse Education Today, 31(8), 887-891. doi:10.1016/j.nedt.2011.02.003
Laumakis M, Graham C, Dziuban C. (2009) The Sloan-C pillars and boundary objects as a framework for evaluating blended learning. Journal Asynchronous Learning.13(1):75-87.
Maloney, S., Chamberlain, M., Morrison, S., Kotsanas, G., Keating, J. L., & Ilic, D. (2013). Health professional learner attitudes and use of digital learning resources. Journal of Medical Internet Research, 15(1), e7. doi:10.2196/jmir.2094
Preston, E., Ada, L., Dean, C. M., Stanton, R., Waddington, G., & Canning, C. (2012). The physiotherapy eSkills training online resource improves performance of practical skills: A controlled trial. BMC Medical Education, 12, 119-6920-12-119. doi:10.1186/1472-6920-12-119
Robb, M. (2014). Effective classroom teaching methods: A critical incident technique from millennial nursing students' perspective. International Journal of Nursing Education Scholarship, 10, 10.1515/ijnes-2013-0024. doi:10.1515/ijnes-2013-0024
Weeks, B. K., & Horan, S. A. (2013). A video-based learning activity is effective for preparing physiotherapy students for practical examinations. Physiotherapy, 99(4), 292-297. doi:10.1016/j.physio.2013.02.002
Course Objectives
1) Review the evidence related to the use of eLearning modules to promote learning.
2) Diagram plans for eLearning module creation.
3) Identify resources for eLearning module development.
4) Explain options for evaluating effectiveness of the eLearning module.
Instructional Methods
Lecture
Demonstration
Discussion
Tentative Outline/Schedule
5 minutes
Introduction of speakers and overview of the session on eLearning module development
10 minutes
Review the evidence supporting the concept of e-learning modules (anytime and anywhere) use in education.
30 minutes
Show several exemplars of E-learning modules and include information on development of the core structure and template, learning objectives, learner instructions for use, media rich educational content, interactive question and answers, pilot testing and implementation into the classroom/lab and the clinical education program;
15 minutes
Using technology that is free or already available to faculty, presenters will demonstrate resources for module development that are low-tech or high-tech and work with innovative or traditional styles of teaching.
15 minutes
Summarize how to evaluate effectiveness based on: Learning Effectiveness (e.g. exam scores, pass rates, student report of outside resources utilized), Student Satisfaction (e.g. course evaluations), Faculty Satisfaction (e.g. focus group), Cost Effectiveness (e.g. faculty hours spent in remediation, cost of development), Access and Flexibility of Learning Material (e.g. time and duration of eLearning module use by learner).
15 minutes
Questions/Answers/Sharing