Case Study 3. Accessible Online Training for Health Care Professionals (HCP)

[Reviewer: Nigel Smellie]

Case Study 3. Accessible Online Training for Health Care Professionals (HCP) (University of Central Lancashire – Health Sciences and Practice)

1. General Description of Case Study by Reviewer.
• Distributed e-learning course to support widely spread group of professionals.
• Diabetes Education Online (DEOL) – has run for 4 years, numbers are increasing and is now and integral part of diabetes teaching and learning strategy.
• Content developed and delivered using in-house expertise.
• Considered successful – external examiners, validation panels and service user forums commented positively on course and highlighted some as examples of ‘best practice’.
• Pilot project that acted as a catalyst across the university, leading to development of institutional e-learning strategy.
• Introduction partly funded by students having to pay to access online resources.

2. JISC Classification:

a. e-Learning Activity Area: Learning Resources and Activities (LRA).

b. e-Learning Benefits Model: TOP CENTRE of the graph:
(1) E-Learning Approach (Y-Axis): “transformational”; improve sustainability (JISC 2008a, p29).
(2) Nature of the issue (X-Axis): level of definition half-way between “well-defined” and “complex; driven by pedagogy; measured in pass rates; evidenced by effective pedagogy.


3. Rationale for Change:
• Increased demand for diabetes training.
• Need to provide broader access.


4. Learning, Learners and Staff Involved:

a. Learning and Learners:
• Subject matter - diabetes
• 8 units of problem-based learning, each delivered weekly – total of 32 case studies
• Constructivist approach – synchronous and asynchronous discussions, e-mails, chat rooms etc, supported by comprehensive online reference resources (including video and animation).
• 20 students per year – cohorts of 10-15 healthcare professionals.

b. Staff:

(1) Setting up project:
• 2 x senior lecturers (one nursing and one e-learning technology)
• 1 x project manager
• 1 x associate head (for supervision/executive decisions)
• Support from Learning Development Unit.

(2) Running each module:
• 1 x lecturer module leader (36 hours)
• 1 x lecturer practitioner (18 hours)
• Online and telephone support from library distance learning unit

5. Technology and Resources Used:

a. Technology:
• Managed learning environment (MLE) - Web CT (versions 4 and 6)
• Dreamweaver (for building) and Course genie, Breeze (for updating) website.

b. Resources: Specific costs not identified/recorded in case study report.


6. Possible Innovation Identified: Nothing especially innovative per se, but within this particular institution this was a novel approach – “early adopter”.

7. Benefits Claimed:

a. Administrators/wider organisation:
• Approach fulfilled requirement for increased throughput/wider access.
• Project was a successful example for others to emulate.
• Project led to establishment of ‘animation repository’ in collaboration with Learning Development Unit.
• Pilot project acted as a catalyst to establish institution steering group and subsequent development of University Strategy for e-learning.

b. Academics:
• Staff satisfaction with, and understanding of, e-learning improved.

c. Students:
• More flexible & broader access (including international students)
• Improved enjoyment/motivation.
• Personal development - improved IT and communication skills.


8. Lessons Identified:
• In development phase, gaining understanding between academic and technical staff was time-consuming.
• Under-estimated time commitment for staff supporting modules – lecturers may spend 60-70 in support responding to chat rooms/e-mails (eg 320-360 postings from a cohort of 10-15 students).
• Modifications needed to be made to some course elements to encourage use (eg chatrooms, formative assessments).
• Lack of contact by struggling students


9. Additional Comments by Reviewer:
Although not especially innovative, per se, this case study was ground-breaking in context, setting the conditions for enhanced use of e-learning across the institution. The size and scope of this project indicates that it could be a model for some of the training undertaken in the armed forces – updating professional skills in a work-based environment.

(580 words)
10. References:
JISC (2008a), Exploring Tangible Benefits of e-Learning: Does Investment yield interest?