BACKGROUND: In 2009, the Government of the Republic of Vietnam adopted legislation requiring all clinicians to complete continuing medical education (CME) credits in order to maintain licensure. Several CME in-person and distance-based courses have been developed and as of 2015, a national distance-based electronic learning (eLearning) network was being established. However, the uptake of CME courses remained low despite high clinician demand. Vietnam’s high mobile phone ownership rate of 1.4 mobile subscriptions per person presents an opportunity to leverage this for CME. This study investigated how mobile technologies could strengthen delivery of distance-based CME courses and improve national CME program administration. METHODS: A literature and policy review was conducted. Qualitative methods were employed to collect and analyze key informant interviews of 52 global and Vietnamese experts, including selected policy makers. Interviews were supplemented by six focus group discussions with Vietnamese physicians, nurses, midwives and physician assistants. Transcripts were analyzed using an inductive coding methodology. A framework was developed to organize and present results for government consumption. RESULTS: Globally, examples and supporting evidence related to mobile technologies for CME were limited. Experts reported three main use cases for using mobile technology for CME in Vietnam: 1) delivery of CME courses (N=34; 65%); 2) registration and tracking of CME credits (n=28; 54%); and 3) sending alerts and reminders on CME opportunities (n=23; 44%). The national CME policy environment in Vietnam was supportive of introducing mobile technologies within the eLearning network. However, there was a widespread lack of awareness and capacity to design and deliver distance-based CME courses. Mobile phone ownership was high and health workers reported interest in acquiring CME credits via mobile. Financing options to develop and implement distance-based CME courses were limited. CONCLUSION: Despite the paucity of evidence related to mobile technologies for learning, there is potential to innovate and strengthen the evidence base using these technologies for CME in Vietnam. Introducing mobile technologies within the national eLearning network would improve clinicians’ access to CME, particularly in rural areas, and can strengthen national CME program administration. Key recommendations were developed to provide the government with concrete steps for national level adoption.

This study compared graduate student attitudes toward different instructional approaches within online, blended, and face-to-face courses in a public institution of higher learning. The participants completed an online survey questionnaire that was designed by the researcher using 4 learning theories in education: behavioral, cognitive, constructivism, and humanistic (Merriam, Caffarella, & Baumgartner, 2007) approaches toward teaching and learning. There were 210 total responses from graduate students enrolled during 2013 spring semester. There were more female (71.4%) than male (28.6%) students who responded. Previous studies have compared face-to-face (F2F) and online methods of instructions and have shown mixed results. Whereas some studies have shown F2F instructional methods as favorable to students, others found no differences between F2F and online methods. This study was guided by 4 research questions. Analysis of variance (ANOVA) and t test statistical procedures were used to analyze the data. The findings of this study showed significant differences in students’ preference in instructional methods and in instructional approaches (behavioral, humanistic, cognitive, and constructivist). The study found that full-time graduate students tended to prefer F2F instructional methods, while part-time students preferred online methods. Additionally younger students (< 35 years) reported stronger preference for F2F methods of instruction than older students (> 36 years) in cognitive and constructivist instructional approaches with no significant differences by age for behavioral and humanistic instructional approaches.

The purpose of this study was to investigate student satisfaction in hybrid education courses as compared to the traditional face-to-face courses. This was done by focusing on 2 main factors involved in student satisfaction: student-instructor connection and student-faculty connection. Other factors such as the students’ level of technical experience and influence of outside forces such as jobs and families were also studied. Students at one community college in Appalachia were involved in this study. Forty-four students participated in this student. They survey included a Likert-type scale and had additional questions on the student’s prior experience in online and hybrid education as well as two open-ended questions regarding the advantages and disadvantages of online learning. The survey contained 67 questions. Statistical analyses of the data revealed: (1) Students who felt more connected with their instructors were more likely to express satisfaction in their online or hybrid courses. (2) Students who felt more connected with other students were more likely to express satisfaction in their online or hybrid courses. (3) No significance in students’ opinions regarding having an in-person component in their hybrid courses. (4) Students who were more technologically experienced were more likely to express satisfaction with their online or hybrid courses. (5) A significant difference between the mean and students’ overall satisfaction with their hybrid courses showing that overall, students are not satisfied with their experiences. (6) A significant difference from the mean student instructor connectivity score showed that students do not feel connected with their instructors. (7) No significance between the mean and the student-student connectivity score. (8) A significant difference between the mean and the technology score showed that students were not experienced with the technology used in their hybrid courses. (9) A significant difference between the mean score and the students’ opinions of the course design showed that students do not feel that the course design helped them learn.

The current study investigates instructional design factors that can be manipulated to enhance learner motivation. A goal-based approach to enhancing motivation is discussed, along with current theory concerning the goal orientation an individual learner brings to an instructional situation. The efficacy of Prospect Theory as a cognitive mechanism underlying the valuation of effort toward a goal is discussed, and an experiment is presented in which goal messaging is manipulated based on the predictions of Prospect Theory as well as Goal Setting Theory. A Web-based tutorial consisting of ten sections of text, each with a recall test, was used. An ability goal orientation was found to impact section quiz scores. Both goal message framing and goal difficulty level were found to interact with an ability goal orientation to impact performance on section quizzes. A learning goal orientation was found to interact with goal difficulty to impact section quiz scores. The author concludes that while the study supports the use of goal messaging to enhance motivation, such manipulations by educators must be made in light of the goal orientations a learner brings to the instructional setting.

Learning management systems (LMSs) are the technical foundation for online learning programs that offer benefits to learners in a variety of settings. As with many enterprise software systems, LMSs are expensive and carry considerable risk. Exploring critical success factors (CSFs) and using them as a foundation for decisions concerning complex software implementations helps increase the likelihood of success. This study addresses the gap in knowledge concerning CSFs for LMS implementations. The purpose of this phenomenological study was to discover CSFs by exploring the lived experiences of 8 association executives who identified themselves through email communications as having managed a successful LMS implementation. Organizations providing online continuing education programs were identified using a publicly available list, and program managers were identified from the organization's website. Interviews using semi-structured questions yielded a set of tightly correlated CSFs from 6 of the 8 participants. General systems theory and sociotechnical systems theory underpinned the study. Moustakas' data analysis methods were used to code the interviews and develop themes, which resulted in a set of actionable CSFs. Stakeholder support, a well-planned implementation, an experienced vendor, and software that provides a predictable user interface were among emergent CSFs for LMS implementations. This research may have a positive social impact because reducing the risk of LMS implementations will enable organizational leaders to extend learning opportunities to more individuals. Those opportunities, in turn, will lead to prosperity for membership associations and the industries they serve.

Workflow issues related to adoption of the electronic health record (EHR) has led to unsafe workarounds, decreased productivity, inefficient clinical documentation and slow rates of EHR adoption. The problem addressed in this quality improvement project was nurses' lack of knowledge about workflow changes due to EHR adoption. The purpose of this project was to identify changes in workflow and to develop an educational module to communicate the changes. This project was guided by both the ADDIE model (analysis, design, development, implementation, and evaluation) and the diffusion of innovations theory. Five stages were involved: process mapping, cognitive walkthrough, eLearning module development, pilot study, and evaluation. The process maps and cognitive walkthrough revealed significant workflow changes particularly in clinical practice guidelines, emergency department treatment plan, and the interdisciplinary care plan. The eLearning module was developed to describe workflow changes using gamification, scenario-based learning, and EHR simulation. The 14-item course evaluation included a 6-point Likert scale and closed- and open-ended questions. A purposive sample of nurses (N = 30) from the emergency department and inpatient care areas were invited to complete the eLearning module and course evaluation. Data were collected until saturation was achieved (n = 15). Descriptive statistics revealed the participants' positive learning experience. This quality improvement project is expected to contribute to positive social change by facilitating the effective use of the new EHR which can improve the quality of patient care, promote patient safety, reduce healthcare costs, and improve patient outcomes.

En partant de la problématique posée par l'insertion des dispositifs d'enseignement et de formation basés sur les Technologies de l'Information et de la Communication (TIC), nous avons, au cours de ce travail de recherche, voulu comprendre les raisons et les motifs favorisant ou s'opposant à l'efficacité de ces dispositifs. Nous avons posé l'hypothèse que la complexité du dispositif peut être appréhendée et comprise en le divisant en sous-systèmes, appelés aussi axes. A partir de ce découpage du dispositif en axes élémentaires s'inscrivant dans les dimensions sociologique, pédagogique, technologique et organisationnelle, nous avons déterminé les Effets Attendus Spécifiques et les critères associés à chacun de ces axes dans une situation d'insertion idéale. En nous référant à ces critères, nous avons ensuite mené des enquêtes auprès des acteurs, les enseignants, les apprenants et les dirigeants, d'un dispositif TICE en place dans une école d'ingénieur française. Ces enquêtes de terrain ont révélé des incertitudes et des attentes ressenties par les acteurs plutôt que des freins ou des résistances. L'analyse des résultats montre que la réussite de l'insertion repose d'abord sur les trois acteurs, l'institution, les enseignants, les apprenants, et sur les relations qu'ils entretiennent et les réponses qu'ils s'apportent à leurs questions et attentes respectives. Nous avons également pu relever que les dimensions organisationnelle et sociologique sont primordiales, du fait des rôles joués ou attendus de la part de ces différents acteurs, et que ces dimensions constituent les prérequis aux actions et aux réponses à donner dans les dimensions pédagogique et technologique. Enfin, nous avons pu mettre en évidence les interdépendances entre ces axes, chacun d'eux pouvant favoriser ou pénaliser les Effets Attendus Spécifiques des autres axes, ce qui oblige le concepteur à considérer ces axes de manière globale dans sa démarche d'insertion du dispositif.

The impact of Internet technology on critical thinking is of growing interest among researchers. However, there still remains much to explore in terms of how critical thinking can be fostered through online environments for higher education. Ten years ago, Garrison, Anderson, and Archer (2000) published an article describing the Community of Inquiry (CoI) framework which provided an outline of three core elements that were able to describe and measure a collaborative and positive educational experience in an online learning environment, namely teaching presence (design, facilitation, and direct instruction), social presence (the ability of learners to project themselves socially and emotionally), and cognitive presence (the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse). This dissertation extends the body of research surrounding the CoI framework and also the literature on developing critical thinking in online environments by examining and exploring the extent to which teaching and social presence contribute to cognitive presence. The researcher was able to do this by offering 189 learners enrolled in 10 research methods courses and educational research courses an opportunity to use an innovative online resource (Research Design Learning Resource – RDLR) to assist them in learning about educational research and developing research proposals. By exploring how participants used this resource the researcher was able to gain insight into what factors contributed to a successful online learning experience and fostered cognitive presence. Quantitative and qualitative research approaches (mixed methods) were used in this study. The quantitative results indicated that both social and teaching presence had a strong positive relationship with cognitive presence and that learners generally perceived to have a positive learning experience using the RDLR. The qualitative findings helped elaborate the significant quantitative results and were organised into the following themes: making connections, multiple perspectives, resource design, being a self-directed learner, learning strategies, learning preferences, and barriers to cognitive presence. Future directions for critical thinking in online environments are discussed.

The impact of Internet technology on critical thinking is of growing interest among researchers. However, there still remains much to explore in terms of how critical thinking can be fostered through online environments for higher education. Ten years ago, Garrison, Anderson, and Archer (2000) published an article describing the Community of Inquiry (CoI) framework which provided an outline of three core elements that were able to describe and measure a collaborative and positive educational experience in an online learning environment, namely teaching presence (design, facilitation, and direct instruction), social presence (the ability of learners to project themselves socially and emotionally), and cognitive presence (the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse). This dissertation extends the body of research surrounding the CoI framework and also the literature on developing critical thinking in online environments by examining and exploring the extent to which teaching and social presence contribute to cognitive presence. The researcher was able to do this by offering 189 learners enrolled in 10 research methods courses and educational research courses an opportunity to use an innovative online resource (Research Design Learning Resource – RDLR) to assist them in learning about educational research and developing research proposals. By exploring how participants used this resource the researcher was able to gain insight into what factors contributed to a successful online learning experience and fostered cognitive presence. Quantitative and qualitative research approaches (mixed methods) were used in this study. The quantitative results indicated that both social and teaching presence had a strong positive relationship with cognitive presence and that learners generally perceived to have a positive learning experience using the RDLR. The qualitative findings helped elaborate the significant quantitative results and were organised into the following themes: making connections, multiple perspectives, resource design, being a self-directed learner, learning strategies, learning preferences, and barriers to cognitive presence. Future directions for critical thinking in online environments are discussed.

La Universidad del siglo XXI se enfrenta al gran desafío de conjugar la enseñanza tradicional con los progresos tecnológicos y científicos que vive la sociedad actual. La Universidad ya no es una institución que se dedica meramente a la transmisión de conocimientos; ahora su misión consiste en formar a las personas con el fin de que sean capaces de decidir sobre su propio aprendizaje. En la primera parte de la presente tesis, se realiza un análisis descriptivo de 100 páginas web de la industria cerámica-azulejera de cinco empresas pertenecientes a países y culturas diferentes; este análisis se complementa con investigaciones teóricas sobre géneros digitales, de igual modo se ha buscado información sobre el aprendizaje en línea y las tecnologías de la información y comunicación. En la segunda parte, se aplica este marco teórico junto con técnicas de aprendizaje cooperativo a la enseñanza del inglés para la informática. Mediante el diseño y creación de una página web de la industria cerámica-azulejera como una actividad dentro de la asignatura, se pretende que los estudiantes de Ingeniería Técnica de Informática de Gestión se familiaricen con el uso de las nuevas tecnologías en el proceso de aprendizaje de la lengua inglesa.