All for One and One for All: Understanding Health Professionals' Experience in Individual Versus Collaborative Online Learning. Issue 2 (April 2014)

• Record Type: Journal Article
• Authors: MacNeill, Heather; Telner, Deanna; Sparaggis‐Agaliotis, Alexandra; Hanna, Elizabeth
• Is Part Of: Journal of continuing education in the health professions. Volume 34:Issue 2(2015:Spring)
• Page Start: 102
• Page End: 111
• Publication Date: 2014-04
• Subjects: Medicine -- Study and teaching (Continuing education) -- Periodicals; Paramedical education -- Periodicals; Medical education -- Periodicals; 610.7
• DOI: 10.1002/chp.21226
• Languages: English
• ISSNs: 0894-1912

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <sec id="chp21226-sec-0010" sec-type="section"> <title>Introduction</title> <p>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.</p> </sec> <sec id="chp21226-sec-0020" sec-type="section"> <title>Methods</title> <p>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.</p> </sec> <sec id="chp21226-sec-0030" sec-type="section"> <title>Results</title> <p>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.</p> </sec> <sec id="chp21226-sec-0040" sec-type="section"> <title>Discussion</title> <p>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.</p> </sec> </abstract>