E-learning

Assessing Micro-Learning in a Healthcare Education Environment

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This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

This article on the healthcare education micro-learning environment measure (HEMLEM) is a research article aimed at creating an evidence-based measurement tool for assessing clinical micro-learning environments across several healthcare professional student groups. The authors suggest there may be gaps between what healthcare professional students should be learning and what they learn. The authors took a mixed methods approach to create a micro-learning environment measure. They acknowledge that teaching quality, staff attitudes, and behaviors are critical for a good micro-learning environment. 

The article is helpful for anyone attempting to measure how micro-learning within the education of a healthcare professional environment affects students’ learning. The authors created a measurement tool through a step-wise approach: literature analyzing existing tools, generating new items through thematic analysis of student experiences, the Delphi process involving healthcare educators, piloting the prototype, and item reduction. The item reduction tool was a twelve-question survey of the students with differing healthcare professions. HEMLEM seems to be an efficient way to measure success or what needs to be improved in a micro-learning environment. 

References

Isba, R., Rousseva, C., Wolf, K., & Byrne-Davis, L. (2020). Development of a brief learning environment measure for use in healthcare professions education: The healthcare education micro learning environment measure (HEMLEM). BMC Medical Education, 20(110). https://doi.org/10.1186/s12909-020-01996-8

The Importance of Accessibility in E-Learnings

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This post is provided by guest blogger, Kelly Andrzejczak, graduate student University of St. Francis, MS Training and Development program.

High performing organizations are making accessibility a top priority when they design e-learnings. These organizations recognize how making courses more accessible can create a positive impact for learners and for the organization. Improving accessibility includes a variety of considerations: descriptive language, high contrast colors, keyboard navigation, closed captioning, screen reader options, and more. Efforts to improve accessibility benefit everyone and make e-learnings experiences more effective for participants. Accessible accommodations are an important consideration to increase organizational performance and ensure you are meeting learner needs.

This article is helpful for individuals who create learning experiences and want to ensure their e-learnings are accommodating and accessible for all learners. This article highlights the benefits that these accommodations can have on individuals with disabilities, but also how they can positively impact everyone. Author, Alex Moore, provides data and examples of what high performing organizations used to improve their accessibility efforts in e-learnings. This information can be found on ATD, the largest association for talent development.

References

Moore, A. (2020, October 15). Don’t overlook accessibility in E-learning | ATD. https://www.td.org/magazines/ctdo-magazine/dont-overlook-accessibility-in-e-learning

Exploring Continuous Assessments

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This post is provided by guest blogger, Breanna Winters, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

This article provides insight into the transition from traditional assessment methods in higher education to continuous assessments with a focus on integrating multiple choice assessments multiple times throughout a semester. Additionally, there are four studies reviewed in the article that question continuous assessment and alternative learner needs. The results of these studies support that having continuous assessments can help recognize when learners are becoming disengaged or experiencing a major life event. The results also confirm that the use of continuous assessments does not create a significant negative learning struggle for those with alternative learning needs (Playfoot et al., 2022).

This article can be useful for anyone whether in higher education, the corporate world, or the non-profit sector. It explores continuous assessments and brings to light the importance of considering if your learners have alternative learning needs and how assessments can impact the learner and feedback provided.

Reference

Playfoot, D., Wilkinson, L. L., & Mead, J. (2022). Is continuous assessment inclusive? An analysis of factors influencing student grades. Assessment & Evaluation in Higher Education, 1–13. https://doi.org/10.1080/02602938.2022.2150834

E-learning Assessments Guide for Beginners

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This post is provided by guest blogger, Theresa Anderson, graduate student University of St. Francis, MS Training and Development program.

Wondering how to determine if your e-learning course is effective? Assessments, such as tests and quizzes, can provide valuable data. However, if you’re new to e-learning, you may be unsure of what constitutes a good assessment and what metrics are essential to measure. In this article, Bianca Woods (2022) addresses the most commonly asked questions about creating a practical e-learning quiz. Woods explains what e-learning assessments are, if assessments are always necessary, when learners should be assessed, what types of questions to include, and how to design effective assessment questions. 

If you’re new to online training and want to evaluate whether your course is well-designed, I highly recommend checking out this article. Woods (2022) recommends incorporating assessments at multiple points throughout the course if it aligns with the instructor’s goals. This article offers tips for beginners, and I plan to implement them in my work.

References

Woods, B. (2022). The beginner’s guide to effective e-learning assessments. E-Learning Heroes. Retrieved June 8, 2023, from https://community.articulate.com/articles/overview-of-e-learning-assessments

Traditional Assessments Gone Virtual

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This post is provided by guest blogger, Brianna Richardson, a graduate student at the University of St. Francis in Joliet, MS in the Training and Development program.

As technology continues to transform learning landscapes with e-learning, it is vital to stay aware of current technologies that can help educators track student understanding in online environments. In the article “7 Ways to Do Formative Assessments in Your Virtual Classroom” for Edutopia, Nora Fleming (2020) provides a thought-provoking take on how instructors can take familiar assessment strategies, that were once implemented in-person, and apply them in a digital space to verify how well students are learning. Fleming gives readers a number of creative ideas on how to add virtual value using digital platforms to deliver reflection and connection opportunities.

The article is a comprehensive overview of different online platforms that can help learners connect with their peers, complete learning objectives, and identify knowledge gaps. It is a great read for instructors, or trainers, that understand traditional assessment strategies and are looking for ways to apply them to an online learning environment. After reading, instructors will be aware of innovative solutions for assessing online learning outcomes. The article highlights platforms like Canva for online journal reflections, Padlet for live knowledge checks, or video conferencing platforms for peer-to-peer evaluation (Fleming, 2020). The strategies aren’t new, but the delivery method may be.

Reference

Fleming, N. (2020, October 1). 7 ways to do formative assessments in your virtual classroom. Edutopia. https://www.edutopia.org/article/7-ways-do-formative-assessments-your-virtual-classroom/

Incorporating the Latest Assessment Trends for E-Learning

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This post is provided by guest blogger, Debra Eungard, a graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

eLearning Assessment Trends and Strategies by Sumit Satardekar (2021) is a thought-provoking read. Satadekar (2021) begins the article by explaining eLearning trends and strategies. He moves on to define qualitative testing to his audience. In his discussion, he brings up some pros and cons of implementation for assessment purposes.  From there he moves on to explain 3 major strategies for implementation:   continuous assessment, decision-making scenarios, and open-ended questions. In each section, the author gives tips on making implementation meaningful. He wraps the article up by offering some final thoughts on this topic such as why it is important to make the switch to these latest trends for assessment for the evolving eLearning community.

The article is beneficial for both the facilitator and the learner in that it gives some valuable tips in the area of assessment. Gaining information in regards to understanding the latest trends and sharing a couple of those trends, the reader is handed tools to implement. From the facilitator’s perspective, these trends can be useful when implementing engaging assessments into the online curriculum. By engaging the learner, the facilitator is creating a valid tool for assessment. As a learner, you can gain insight into assessments and see their value for online learning.

Reference

Satardekar, S. (2021, December 22). Elearning Assessment Trends and Strategies. eLearning Industry. https://elearningindustry.com/elearning-assessment-trends-and-strategies

To Survey or Not to Survey?

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This post is provided by guest blogger, Kelly Andrzejczak, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Author, Tim Slade (2021), helps answer that question. While well-intended, post-course surveys can often miss the mark, Slade (2021) discusses the important of reflecting on three considerations when determining if an evaluation survey is appropriate: what will I do with the data? Are learners qualified to evaluate the thing you’re asking? Is it too early for learners to evaluate their reactions? Reflecting on these questions helps with designing strategy and determining what you hope to accomplish through the evaluation process.

Instructional designers would benefit from reading through this blog. The content reiterates the importance of ensuring that the evaluation asks the right questions of the appropriate audience to better understand the impact and effectiveness of the course. This blog was found through “Ask a Trainer” on ATD, the world’s largest association for talent development and written by speaker, author, and award-winning e-learning designer, Tim Slade.

References

Slade, T. (2021, October 22). Ask a trainer: Post-course evaluations | ATD. Main. https://td.org/atd-blog/ask-a-trainer-post-course-evaluations

Wholistic e-Learning Through e-Portfolios

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This post is provided by guest blogger, Sejdije Fejza, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Researcher Patience Kelebogile Mudau identifies perceptions of e-portfolios as a form of assessment. E-portfolios are digital spaces for a user to compile projects that highlight qualities about themselves. This assessment enables users to be actively involved in their learning. Students can also engage in the process of reflecting on feedback before they submit activities to their e-portfolio. Despite the possible need for technical training, Professors at University of South Africa agree that e-portfolios are effective in promoting student-centered learning and growth in digital literacy. 

This article’s data were gathered qualitatively through interviewing lecturers that have participated in administering e-portfolios as a requirement for their online students. This firsthand account of information will assist other instructors who are weighing the benefits and limitations of digital student-centered assessments. This entry also serves as an asset because it is published in the International Journal of Educational Methodology which provides readers with pedagogical techniques that succeed around the world. In a world where digital workplaces are on a rapid rise, it is beneficial to consider different techniques, needs, and outlooks in our ever-growing communities. 

Reference: 

Mudau, P. K. (2021). Lecturers’ Views on the Functionality of e-Portfolio as Alternative Assessment in an Open Distance e-Learning. International Journal of Educational Methodology, 8(1), 81–90. https://doi.org/10.12973/ijem.8.1.81

Winning Strategies for Online Learning

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This post is provided by guest blogger, Brianna Richardson, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

During the pandemic, more courses began being offered online than ever before. However, some educators have been using proven teaching methods for online learning for quite some time. For Edutopia, Michael Ralph (2020) provides an insightful summary of a study that interviewed a group of eight award-winning online instructors, with more than 100 years combined experience, to identify key strategies that can make an online course more engaging. Strategies like student created content, intentional learning reflection opportunities, and current multimedia sources were used by these seasoned online educators. The article provides actionable suggestions for creating engaging and relevant online courses.

I would recommend this article for educators, or trainers, that are still adapting to the world of online learning. Ralph uses real world examples to create a clear roadmap for how to design an award-winning online course. I have even seen some of the listed recommendations utilized in our graduate program. One specific example is the use of discussion posts as an opportunity to reflect on what has been learned. Every course I’ve taken in the program uses this reflection activity. The article highlights how the subjects of the study intentionally created these opportunities in the lesson plan (Ralph, 2020).

Reference

Ralph, M. (2020, April 17). Teaching strategies of award-winning online instructors. Edutopia. https://www.edutopia.org/article/teaching-strategies-award-winning-online-instructors/

Considering Values in eLearning

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This post is provided by guest blogger, Breanna Winters, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

In this article, Liz Johnson (2021) questions the framework of distance learning and shared ideas on using Paul and Elder’s Concepts Depicting Ethical Behavior and Motivation. She reviews that these concepts are rooted in behaviors such as empathy, compassion, kindness, forgiveness etc. which are displayed through a comprehensive chart. Johnson (2021) expresses the need to incorporate these behaviors to create a framework before considering the technology that is to be used, as well as what policies are put in place. Additionally, she emphasizes throughout her article the importance of being socially responsible and speaks of the collective future.

This resource could be utilized by those in higher education or any business looking to implement eLearning technologies into their learning experiences. In particular, this would be a useful conversation to have when developing policies around eLearning, creating expectations of experiences for the learners and selecting technologies to implement. The resource is reliable and provides credible references.

Reference:

Johnson, L. (2021). Do values in online learning in higher education really matter to our collective future? JOURNAL OF SOCIAL SCIENCE FOR POLICY IMPLICATIONS, 9(2), 1–6. https://doi.org/10.15640/jsspi.v9n2a1