Jones Ray B, Maramba Inocencio, Boulos Maged N Kamel, Alexander Tara
University of Plymouth, Faculty of Health, Plymouth, UK.
J Med Internet Res. 2009 Nov 13;11(4):e46. doi: 10.2196/jmir.1225.
Producing "traditional" e-learning can be time consuming, and in a topic such as eHealth, it may have a short shelf-life. Students sometimes report feeling isolated and lacking in motivation. Synchronous methods can play an important part in any blended approach to learning.
The aim was to develop, deliver, and evaluate an international postgraduate module in eHealth using live interactive webcasting.
We developed a hybrid solution for live interactive webcasting using a scan converter, mixer, and digitizer, and video server to embed a presenter-controlled talking head or copy of the presenter's computer screen (normally a PowerPoint slide) in a student chat room. We recruited 16 students from six countries and ran weekly 2.5-hour live sessions for 10 weeks. The content included the use of computers by patients, patient access to records, different forms of e-learning for patients and professionals, research methods in eHealth, geographic information systems, and telehealth. All sessions were recorded-presentations as video files and the student interaction as text files. Students were sent an email questionnaire of mostly open questions seeking their views of this form of learning. Responses were collated and anonymized by a colleague who was not part of the teaching team.
Sessions were generally very interactive, with most students participating actively in breakout or full-class discussions. In a typical 2.5-hour session, students posted about 50 messages each. Two students did not complete all sessions; one withdrew from the pressure of work after session 6, and one from illness after session 7. Fourteen of the 16 responded to the feedback questionnaire. Most students (12/14) found the module useful or very useful, and all would recommend the module to others. All liked the method of delivery, in particular the interactivity, the variety of students, and the "closeness" of the group. Most (11/14) felt "connected" with the other students on the course. Many students (11/14) had previous experience with asynchronous e-learning, two as teachers; 12/14 students suggested advantages of synchronous methods, mostly associated with the interaction and feedback from teachers and peers.
This model of synchronous e-learning based on interactive live webcasting was a successful method of delivering an international postgraduate module. Students found it engaging over a 10-week course. Although this is a small study, given that synchronous methods such as interactive webcasting are a much easier transition for lecturers used to face-to-face teaching than are asynchronous methods, they should be considered as part of the blend of e-learning methods. Further research and development is needed on interfaces and methods that are robust and accessible, on the most appropriate blend of synchronous and asynchronous work for different student groups, and on learning outcomes and effectiveness.
制作“传统”电子学习内容可能耗时良久，而且在电子健康这样的主题领域，其时效性可能较短。学生们有时反映感觉孤立无援且缺乏学习动力。同步学习方法在任何混合式学习方式中都能发挥重要作用。
旨在开发、提供并评估一个采用实时交互式网络直播的电子健康国际研究生课程模块。
我们利用扫描转换器、混音器、数字转换器和视频服务器开发了一种用于实时交互式网络直播的混合解决方案，以便将主持人控制的头像或主持人电脑屏幕（通常是PowerPoint幻灯片）嵌入学生聊天室。我们从六个国家招募了16名学生，进行了为期10周、每周2.5小时的直播课程。内容包括患者对计算机的使用、患者获取记录的途径、针对患者和专业人员的不同形式的电子学习、电子健康研究方法、地理信息系统以及远程医疗。所有课程都被录制下来——演示文稿作为视频文件，学生互动作为文本文件。向学生发送了一份主要由开放式问题组成的电子邮件调查问卷，以征求他们对这种学习形式的看法。由一位不属于教学团队的同事对回复进行整理并匿名处理。
课程通常互动性很强，大多数学生积极参与小组讨论或全班讨论。在典型的2.5小时课程中，每个学生大约发布50条消息。两名学生没有完成所有课程；一名学生在第6节课后因工作压力退出，一名学生在第7节课后因病退出。16名学生中有14名回复了反馈问卷。大多数学生（12/14）认为该课程模块有用或非常有用，并且都愿意向其他人推荐该课程模块。所有人都喜欢授课方式，特别是互动性、学生的多样性以及小组的“亲密感”。大多数（11/14）学生感觉与课程中的其他学生“有联系”。许多学生（11/14）有过异步电子学习的经历，其中两人是教师；12/14的学生指出了同步学习方法的优点，主要与教师和同伴的互动及反馈有关。
这种基于交互式实时网络直播的同步电子学习模式是提供国际研究生课程模块的一种成功方法。学生们发现在为期10周的课程中它很有吸引力。尽管这是一项小型研究，但鉴于对于习惯面对面教学的讲师来说，诸如交互式网络直播这样的同步方法比异步方法更容易过渡，所以它们应被视为电子学习方法组合的一部分。需要在稳健且易于使用的界面和方法、针对不同学生群体的同步与异步学习的最合适组合以及学习成果和有效性方面开展进一步的研究和开发。
