Jones Ray, Skirton Heather, McMullan Miriam
School of Nursing and Community Studies, Faculty of Health and Social Work, University of Plymouth, Plymouth, UK.
J Adv Nurs. 2006 Oct;56(1):99-109. doi: 10.1111/j.1365-2648.2006.03984.x.
This paper is a report of a project to introduce and evaluate methods for using information and communication technologies to involve academic staff, students, and patients in a common synchronous e-learning environment.
Although there is no strong evidence for this, there may be benefits in 'efficiency' and for patients and students from shared e-learning. Asynchronous e-learning methods in nursing education are well-established, but synchronous methods have received less attention. However, if feasible, because they are more akin to face-to-face contact, they may be more suitable for patients and may provide a quicker development path for e-learning.
We evaluated three synchronous technologies: (1) non-commercial satellite interactive television (TV); (2) Internet videoconferencing; and (3) webcasting, through feasibility studies of 'TV-style' panel discussions on health topics and seminars with interaction with viewers by e-mail, inter-site research meetings with face-to-face interaction, user surveys and literature reviews.
Interactive satellite TV required the booking of rooms with specialized receiving equipment. This limited accessibility contributed to the high cost per participant. Videoconferencing proved acceptable for cross-site research meetings and is proposed for joint meetings for doctoral students with overseas centres but has the same access issues as interactive satellite TV. Webcasting is accessible to most users with Internet access and provides a feasible means of delivery of synchronous interactive material. Reported live webcasts have had audiences of thousands. Presentation formats: panel discussions with mixed patient-professional membership and mixed patient-professional audiences were acceptable to participants but engaging academic staff and students was problematic. This may be overcome with webcasting but there may still be barriers such as timetabling and students' concerns about learning in the same 'live' environment as patients.
Limitations in accessibility have been demonstrated for both satellite broadcasts and videoconferencing. Webcasting proved the most acceptable way of supporting a common synchronous environment. Having identified a feasible synchronous method we can now investigate hypothesized benefits for staff, students, and patients of combined e-health e-learning.
本文报告了一个项目，该项目旨在引入并评估利用信息通信技术让学术人员、学生和患者参与共同的同步电子学习环境的方法。
尽管尚无有力证据，但共享电子学习可能在“效率”方面以及对患者和学生有益。护理教育中的异步电子学习方法已成熟，但同步方法受到的关注较少。然而，如果可行，由于它们更类似于面对面接触，可能更适合患者，并且可能为电子学习提供更快的发展路径。
我们通过对健康主题的“电视式”小组讨论以及通过电子邮件与观众互动的研讨会、面对面互动的跨站点研究会议、用户调查和文献综述等可行性研究，评估了三种同步技术：（1）非商业卫星交互式电视（TV）；（2）互联网视频会议；（3）网络直播。
交互式卫星电视需要预订配备专门接收设备的房间。这种可达性受限导致每位参与者的成本高昂。视频会议被证明适用于跨站点研究会议，并被提议用于与海外中心的博士生联合会议，但存在与交互式卫星电视相同的可达性问题。大多数有互联网接入的用户都可以使用网络直播，它提供了一种可行的同步互动材料的传递方式。据报道，网络直播的观众可达数千人。呈现形式：患者和专业人员混合组成的小组讨论以及患者和专业人员混合的观众对参与者来说是可以接受的，但让学术人员和学生参与存在问题。这可能可以通过网络直播克服，但可能仍然存在诸如时间安排以及学生对与患者在同一“实时”环境中学习的担忧等障碍。
卫星广播和视频会议在可达性方面都存在局限性。网络直播被证明是支持共同同步环境的最可接受方式。在确定了一种可行的同步方法后，我们现在可以研究电子健康电子学习结合对工作人员、学生和患者的假定益处。
