Evaluating the Influence of E-Learning on the Performance of Healthcare Professionals in Providing Support

Autor/inn/en	Ajenifuja, Deborah; Adeliyi, Timothy
Titel	Evaluating the Influence of E-Learning on the Performance of Healthcare Professionals in Providing Support
Quelle	In: International Journal on E-Learning, 21 (2022) 3, S.201-215 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Acquired Immunodeficiency Syndrome (AIDS); Allied Health Personnel; Communicable Diseases; Interdisciplinary Approach; Electronic Learning; Educational Technology; Allied Health Occupations Education; Foreign Countries; Program Effectiveness; Student Attitudes; Learner Engagement; Skill Development; Behavior; Student Satisfaction; Barriers; Computer Assisted Testing; Knowledge Level; Malawi; Mozambique + Suchen Sie Ihr Suchwort? Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtsmedien; Ausland; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Wissensbasis; Mosambik
Abstract	Background: The healthcare professionals are in a vital position in providing apt and reliable support to HIV/AIDS and tuberculosis patients. However, there is dire need to carefully examine cross-disciplinary approaches to combat the burden of HIV/AIDS and tuberculosis in sub-Saharan African countries. In resolving this gap, e-learning a cross-disciplinary approach provides a self-flexible learning approach to help bridge this gap. Aim: This study aims to assess the influence of e-learning on the individual performance of healthcare professionals (HCPs) in providing support for HIV/Aids and Tuberculosis in sub-Saharan Africa. Method: To ensure a comprehensive and in-depth evaluation, a robust strategy was adopted to achieve a detailed analysis via the research design approach. Consequently, an e-learning study site was used with participants from Malawi and Mozambique to gain in-depth insights into the experiences of using the resource. Nine HCPs were selected and data were collected using semi-structured in-depth interviews. Data gathered was analysed using thematic analysis. Results: The study revealed that in sub-Saharan Africa, e-learning could be used to strengthen the capacity of HCPs to combat the high burden of diseases if attention is paid to the alignment between the learning task demands of the e-learning module and the technological infrastructures provided to enable the accomplishment of such learning tasks while adapting the learning process to cater for the individual diversity and contextual limitations of HCPs. Conclusions: The study has shown the benefits of an e-learning resource for healthcare professionals to support HIV/AIDS and tuberculosis patients in sub-Saharan Africa. Positive attitudes and potential improvements in the knowledge base and changes for healthcare professional practice were demonstrated. Further research is required to gauge the appropriateness of e-learning which relies on the contextual environments and individual characteristics of learners. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01