Opportunities for supporting physician continuing professional development (CPD) may exist through careful instructional design and creative use of information and communication technology. The overarching goal of this study was to explore the learning experiences and outcomes of cardiologists participating in a web conference (“webinar”) series to understand the factors that can support webinars in being an appealing and satisfying CPD medium for these learners. Acknowledging that a pedagogically-based framework for program design is a cornerstone of effective CPD (Hutchinson & Estabrooks, 2009; Inan & Lowther, 2007; Casimiro, MacDonald, Thompson, & Stodel, 2009), this study used the W(e)Learn Framework (MacDonald, Stodel, Thompson, & Casimiro, 2009) as a process guide and quality standard for program design, development and delivery. Cardiologists voluntarily participated in an educational webinar series in which they shared their observations and experiences. Informed by the results of a systematic review of physician eLearning design preferences, this dissertation serves as a mechanism to learn about how webinars can be implemented to support learning and practice change within a population of highly specialized physician learners. Methodological approaches included a systematic review of literature examining physician preferences for eLearning design, a case study of webinar implementation, and interviews with cardiologists who participated in the webinars. The findings of the systematic review, the case study and the interviews aligned to characterize key considerations in webinar implementation. Webinar designers must carefully determine program structures, content, and media to create a satisfying learning experience. Cardiologists seek a webinar experience that responds to their professional reality of competing priorities, complex patients, and ambiguous clinical questions. They seek a mix of evidence-based, authentic and challenging content, delivered by credible content experts. The study found that purposefully designed webinars can be a satisfying learning experience for cardiologists with the potential to influence changes in knowledge and practice. The use of an instructional design framework may structure and enrich webinar implementation; this dissertation encourages their use.

Opportunities for supporting physician continuing professional development (CPD) may exist through careful instructional design and creative use of information and communication technology. The overarching goal of this study was to explore the learning experiences and outcomes of cardiologists participating in a web conference (“webinar”) series to understand the factors that can support webinars in being an appealing and satisfying CPD medium for these learners. Acknowledging that a pedagogically-based framework for program design is a cornerstone of effective CPD (Hutchinson & Estabrooks, 2009; Inan & Lowther, 2007; Casimiro, MacDonald, Thompson, & Stodel, 2009), this study used the W(e)Learn Framework (MacDonald, Stodel, Thompson, & Casimiro, 2009) as a process guide and quality standard for program design, development and delivery. Cardiologists voluntarily participated in an educational webinar series in which they shared their observations and experiences. Informed by the results of a systematic review of physician eLearning design preferences, this dissertation serves as a mechanism to learn about how webinars can be implemented to support learning and practice change within a population of highly specialized physician learners. Methodological approaches included a systematic review of literature examining physician preferences for eLearning design, a case study of webinar implementation, and interviews with cardiologists who participated in the webinars. The findings of the systematic review, the case study and the interviews aligned to characterize key considerations in webinar implementation. Webinar designers must carefully determine program structures, content, and media to create a satisfying learning experience. Cardiologists seek a webinar experience that responds to their professional reality of competing priorities, complex patients, and ambiguous clinical questions. They seek a mix of evidence-based, authentic and challenging content, delivered by credible content experts. The study found that purposefully designed webinars can be a satisfying learning experience for cardiologists with the potential to influence changes in knowledge and practice. The use of an instructional design framework may structure and enrich webinar implementation; this dissertation encourages their use.

Opportunities for supporting physician continuing professional development (CPD) may exist through careful instructional design and creative use of information and communication technology. The overarching goal of this study was to explore the learning experiences and outcomes of cardiologists participating in a web conference (“webinar”) series to understand the factors that can support webinars in being an appealing and satisfying CPD medium for these learners. Acknowledging that a pedagogically-based framework for program design is a cornerstone of effective CPD (Hutchinson & Estabrooks, 2009; Inan & Lowther, 2007; Casimiro, MacDonald, Thompson, & Stodel, 2009), this study used the W(e)Learn Framework (MacDonald, Stodel, Thompson, & Casimiro, 2009) as a process guide and quality standard for program design, development and delivery. Cardiologists voluntarily participated in an educational webinar series in which they shared their observations and experiences. Informed by the results of a systematic review of physician eLearning design preferences, this dissertation serves as a mechanism to learn about how webinars can be implemented to support learning and practice change within a population of highly specialized physician learners. Methodological approaches included a systematic review of literature examining physician preferences for eLearning design, a case study of webinar implementation, and interviews with cardiologists who participated in the webinars. The findings of the systematic review, the case study and the interviews aligned to characterize key considerations in webinar implementation. Webinar designers must carefully determine program structures, content, and media to create a satisfying learning experience. Cardiologists seek a webinar experience that responds to their professional reality of competing priorities, complex patients, and ambiguous clinical questions. They seek a mix of evidence-based, authentic and challenging content, delivered by credible content experts. The study found that purposefully designed webinars can be a satisfying learning experience for cardiologists with the potential to influence changes in knowledge and practice. The use of an instructional design framework may structure and enrich webinar implementation; this dissertation encourages their use.

Distance education is, by its very nature, a response to the development of communications technology in the Industrial Era, coupled with the societal changes initiated by these developments (Garrison and Cleveland-Innes, 2010: 14). The current distance learning landscape is thus shaped by changing social needs brought about by the impact of advancements in technology. This case study investigates the effectiveness of new aspects of digital learning tools as additional resources in the TEFLA course, a Short Learning Programme (SLP), offered by UNISA. These aspects of digital course delivery introduce e-learning by incorporating synchronous and asynchronous digital teaching and learning tools, in the shape of MOOCs (asynchronous learning), as well as webinars (synchronous learning). This study reviews the effectiveness of these online tools in enhancing the learning experience of TEFLA students. The theoretical framework that informs this study is based on the connectivism and socio-cultural theories of knowledge acquisition. / English Studies / M.A. (English)

The advance of the internet and Web 2.0 technologies continue to drive a dramatic change in the way people access and share information through various channels of communication. In the education sector, several learning management systems have been integrated into teaching and learning activities. To increase more interactivities between teachers and learners, tools for synchronous video conferencing are implemented in universities to enable online education. Prior studies indicate that the adoption and use of the tools in higher education institutions have been substantially expanding, more particularly in developed countries. Therefore, understanding the state of integrating synchronous video conference tools to support teaching and learning activities is important for scholars and academicians as this innovative communication technology is proven to have a substantial impact on quality education and effective learning. In Rwanda, before COVID-19, research on the adoption and use of video conference systems is still scarce. The objective of this study was therefore twofold: (1) to understand the adoption and use of synchronous video conference technologies for teaching and learning purposes and (2) to propose a strategy for effective implementation and value addition of video conferencing tools (VCT) at University of Rwanda. A qualitative method was adopted and case study was used as a research strategy for this research. Meanwhile, the Social-Technical System theory was applied in this research for data collection, analysis and reporting of results. 17 responses from participants (teachers and eLearning Officers) were collected using an online internet-based survey questionnaire. Key findings indicate that the adoption and use of video conference systems was found to be at a lower level and the associated contributing inhibitors were identified and reported in this research. Based on the empirical findings and on the responses from participants, this study proposed a contextual strategy for effective integration of video conference systems at the case study institution. Overall, this study concluded that for an effective delivery of live lectures through webinars enabled by the web-based video conference tools, the 10 elements composing the proposed action-oriented strategy for integrating video conference systems should be taken into consideration by the case study institution. Practical and scientific contributions of this research are reported in this thesis and recommendations for further research in connection with the current one have been also put forward.

Through the evolution and proliferation of the Internet, distance and online education have become more prevalent in modern society. Synchronous web-based professional development continues to gain popularity. Although online education has grown in popularity and breadth, there has been a lack of research about the impact of synchronous web-based professional development. By using Kirkpatrick and Kirkpatrick's (2006) Four Levels of Evaluation, this study examined the impact of webinar professional development at a National Science Foundation Advanced Technology Center. Findings indicate that although the factors that contribute to learning in a web-based environment were present, there was a lack of evidence about the actual outcomes of participation in a synchronous web-based professional development. To address the lack of evidence, a new model of Comprehensive Synchronous Web-based Professional Development evaluation and implementation is proposed in the discussion.