MacNeill Heather, Telner Deanna, Sparaggis-Agaliotis Alexandra, Hanna Elizabeth
J Contin Educ Health Prof. 2014 Spring;34(2):102-11. doi: 10.1002/chp.21226.
Computer-supported collaborative learning (CSCL) may facilitate continuing interprofessional education while overcoming barriers of time and place for busy health care professionals. The purpose of this study was to understand the experiences, advantages, and challenges of group versus individual online learning.
Fifteen multidisciplinary health professionals participated in a 12-week online course on either diabetes or traumatic brain injury. This consisted of background e-modules and a longitudinal build-a-case exercise, done either individually or as a group. Focus group sessions exploring participants' experiences after course completion and at 4 months were conducted, transcribed, and analyzed for recurring themes. Participant reflection homework and video-recorded group sessions were used for triangulation of results.
Individual learners appreciated the flexibility and control, but experienced decreased motivation. Group learners appreciated the immediate feedback from their co-learners and felt social pressure to come to the weekly sessions prepared but expressed challenges in determining group goal-setting for the session. Both groups felt they learned about interprofessional roles; however, group learners described a richer learning experience and understanding of interprofessional roles through the online collaboration exercise. The intense resources necessary for interprofessional CSCL, including time, faculty development, and technological issues, are described.
CSCL is a valuable educational strategy in online learning. While individual online learning may be better suited for short and simple educational interventions such as knowledge acquisition, CSCL seems to allow for richer and deeper learning in complex and interprofessional educational experiences. However, strategies, resources, and faculty development required to enhance CSCL need to be addressed carefully.
计算机支持的协作学习（CSCL）可以促进持续的跨专业教育，同时克服忙碌的医疗保健专业人员面临的时间和地点障碍。本研究的目的是了解小组在线学习与个人在线学习的体验、优势和挑战。
15名多学科医疗保健专业人员参加了为期12周的关于糖尿病或创伤性脑损伤的在线课程。该课程包括背景电子模块和一个纵向的病例构建练习，练习可以单独完成，也可以分组完成。在课程结束后和4个月时进行了焦点小组会议，探讨参与者的体验，会议内容被转录并分析以找出反复出现的主题。参与者的反思作业和视频记录的小组会议用于结果的三角验证。
个体学习者欣赏灵活性和自主性，但动力有所下降。小组学习者欣赏来自共同学习者的即时反馈，并感到有社会压力要为每周的课程做好准备，但在确定小组会议的目标设定方面存在挑战。两组都觉得他们了解了跨专业角色；然而，小组学习者通过在线协作练习描述了更丰富的学习体验和对跨专业角色的理解。文中描述了跨专业CSCL所需的大量资源，包括时间、教师发展和技术问题。
CSCL是在线学习中的一种有价值的教育策略。虽然个人在线学习可能更适合于短期和简单的教育干预，如知识获取，但CSCL似乎能在复杂的跨专业教育体验中实现更丰富、更深入的学习。然而，需要仔细解决增强CSCL所需的策略、资源和教师发展问题。
