Transforming Continuing Healthcare Education with E-Learning 2.0

Rajani S. Sadasivam (University of Massachusetts Medical School, USA), Katie M. Crenshaw (University of Alabama at Birmingham, USA), Michael J. Schoen (University of Alabama at Birmingham, USA) and Raju V. Datla (Massachusetts Medical Society, USA)

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DOI: 10.4018/978-1-60566-788-1.ch019

Source title: Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends

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MLA

Sadasivam, Rajani S., Katie M. Crenshaw, Michael J. Schoen and Raju V. Datla. "Transforming Continuing Healthcare Education with E-Learning 2.0." Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends. IGI Global, 2010. 308-328. Web. 21 May. 2013. doi:10.4018/978-1-60566-788-1.ch019

APA

Sadasivam, R. S., Crenshaw, K. M., Schoen, M. J., & Datla, R. V. (2010). Transforming Continuing Healthcare Education with E-Learning 2.0. In H. Yang, & S. Yuen (Eds.), Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends (pp. 308-328). Hershey, PA: Information Science Reference. doi:10.4018/978-1-60566-788-1.ch019

Chicago

Sadasivam, Rajani S., Katie M. Crenshaw, Michael J. Schoen and Raju V. Datla. "Transforming Continuing Healthcare Education with E-Learning 2.0." In Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends, ed. Harrison Hao Yang and Steve Chi-Yin Yuen, 308-328 (2010), accessed May 21, 2013. doi:10.4018/978-1-60566-788-1.ch019

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Abstract

The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the delivery of static information online to a seamless, digital operation in which all users have the ability to access, create, and share knowledge in a multidimensional, instantaneous, collaborative, and interactive manner. This transformation will be disruptive, blurring existing boundaries between CE/CME professionals, content experts, and student learners, and modifying the traditional structured learning process to a more informal one. While the opportunities are unlimited, the transformation will present not only technology challenges but also social and educational challenges. Recent experiences with similar disruptive technologies show that a meaningful transformation can be achieved only if the application of technology is accompanied by strategic operational changes. This chapter offers a conceptual framework to guide CE/CME professionals interested in transforming their operations with new e-learning 2.0 technologies. Employing several usage scenarios, a new e-learning 2.0-based model of CE/CME operation is introduced. We also present several examples of approaches adopted by our academic group to address the various challenges discussed in this chapter.

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Complete Chapter List

Search this Book: Reset

Computer-Mediated Learning: What Have We Experienced and Where Do We Go Next? (pages 1-18)

Chien Yu (Mississippi State University, USA), Wei-Chieh Wayne Yu (Chang Gung Institute of Technology, Taiwan), Chun Fu Lin (Minghsin University of Science & Technology, Taiwan)

Dramatic changes in information and communication technologies (ICTs) provide a powerful force forthe growth of e-learning. E-learning has become the undeniable tren... Sample PDF | More details...

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From Web to Web 2.0 and E-Learning 2.0 (pages 19-37)

Clara Pereira Coutinho (University of Minho, Portugal), João Batista Bottentuit Jr. (University of Minho, Portugal)

In this chapter the authors analyze issues and ideas regarding the next generation of e-Learning, which is already known as e-Learning 2.0 or social e-Learning. They... Sample PDF | More details...

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E-Learning 2.0: Web 2.0, the Semantic Web and the Power of Collective Intelligence (pages 38-60)

Chaka Chaka (Walter Sisulu University, South Africa)

This chapter contends that both Web 2.0 and the Semantic Web (the SW) serve as critical enablers for e-learning 2.0. It also maintains that the SW has the potential... Sample PDF | More details...

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The Key Elements of Online Learning Communities (pages 61-75)

Jianxia Du (Mississippi State University, USA), Yunyan Liu (Southwest University, China), Robert L. Brown (Mississippi State University, USA)

An online learning community can be a place for vibrant discussions and the sharing of new ideas in a medium where content constantly changes. This chapter will firs... Sample PDF | More details...

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Generational Learners & E-Learning Technologies (pages 76-92)

Ke Zhang (Wayne State University, USA), Curtis J. Bonk (Indiana University, USA)

This chapter reviews the characteristics of learners of different generations. In particular, it compares their differences in terms of learning preferences as well... Sample PDF | More details...

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The Digital Generation and Web 2.0: E-Learning Concern or Media Myth? (pages 93-115)

Robin M. Roberts (University of Nevada, Las Vegas, USA)

The relationship between the Digital or Millennium Generation and Web 2.0 is investigated focusing on how post-secondary students just entering American colleges and... Sample PDF | More details...

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Adult Learners, E-Learning, and Success: Critical Issues and Challenges in an Adult Hybrid Distance Learning Program (pages 116-137)

Jeffrey Hsu (Fairleigh Dickinson University, USA), Karin Hamilton (Fairleigh Dickinson University, USA)

Adult learners have a set of specific and unique needs, and are different from traditional college students. Possessing greater maturity, interest in learning, and a... Sample PDF | More details...

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Online Interaction Styles: Adapting to Active Interaction Styles (pages 138-149)

Dazhi Yang (Purdue University, USA), Jennifer C. Richardson (Purdue University, USA)

Past studies indicate that students demonstrate different online interaction styles, which consist of the ways or habits students acquire knowledge from computer-med... Sample PDF | More details...

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Strategies for Providing Formative Feedback to Maximize Learner Satisfaction and Online Learning (pages 150-163)

Yuliang Liu (Southern Illinois University Edwardsville, USA)

Learner satisfaction and learning is currently a very important topic in online instruction and learning. Blignaut and Trollip (2003) proposed six types of response... Sample PDF | More details...

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10.

Exploring Ideas and Possibilities of Second Life as an Advanced E-Learning Environment (pages 165-181)

Bo Kyeong Kim (Jeonju University, Republic of Korea), Youngkyun Baek (Korea National University of Education, Republic of Korea)

Web 2.0 is changing the paradigm of using the Internet which is affecting the e-learning paradigm. In this chapter, e-learning 2.0 and its strategies will be describ... Sample PDF | More details...

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11.

When Virtual Communities Click: Transforming Teacher Practice, Transforming Teachers (pages 182-196)

Jeannine Hirtle (The University of Hawaii at Hilo, USA), Samuel Smith (University of Texas at Arlington, USA)

Communities of practice (CoP’s)—much touted and studied as a mechanism for teacher education and professional development—may offer environments for deeper learning... Sample PDF | More details...

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12.

Could Web 2.0 Technologies Support Knowledge Management in Organizations? (pages 197-210)

Luiz Fernando de Barros Campos (Federal University of Minas Gerais, Brazil)

This chapter investigates whether information technology tools typical of Web 2.0 can support Knowledge Management (KM) practices in organizations. An investigation... Sample PDF | More details...

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13.

E-Learning Design for the Information Workplace (pages 211-239)

Colleen Carmean (Arizona State University, USA)

Anytime and all-the-time access to electronic resources, artifacts and community have changed learning practices in the workplace as surely as it has changed the wor... Sample PDF | More details...

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14.

The Impact of Information Communication Technology (ICT) to the Greek Educational Community (pages 222-240)

Paraskevi Mentzelou (Alexander Technological Educational Institute (A.T.E.I.) of Thessaloniki, Greece), Dimitrios Drogidis (School Consultant of Primary Education, Greece)

The aims of Greek education system is to give to students the ability to develop the required skills, character and values that will enable them to contribute to the... Sample PDF | More details...

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15.

Faculty Use and Perceptions of Web 2.0 in Higher Education (pages 241-259)

Richard Hartshorne (University of North Carolina at Charlotte, USA), Haya Ajjan (University of North Carolina at Charlotte, USA), Richard E. Ferdig (University of Florida, USA)

In this chapter, the authors provide evidence for the potential of various Web 2.0 applications in higher education through a review of relevant literature on both e... Sample PDF | More details...

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16.

Librarian as Collaborator: Bringing E-Learning 2.0 Into the Classroom by Way of the Library (pages 260-277)

Susanne Markgren (State University of New York Purchase College, USA), Carrie Eastman (State University of New York Purchase College, USA), Leah Massar Bloom (State University of New York Purchase College, USA)

In this chapter, the authors explore the role of academic librarians in the e-learning 2.0 environment. Librarians are excellent partners in developing e-learning 2.... Sample PDF | More details...

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17.

Implementing E-Learning in University 2.0: Are Universities Ready for the Digital Age? (pages 278-293)

Betül C. Özkan (University of Arizona South, USA)

Because of the ways students learn and make sense of world change, higher education institutions try to re-conceptualize this change process and search for better ap... Sample PDF | More details...

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18.

New Literacies in New Times: A Multimodal Approach to Literacy Learning (pages 294-307)

Hsiu-Ting Hung (National Kaohsiung First University of Science and Technology, R.O.C.)

The focus of the chapter is two-fold: on one hand, it seeks theoretical understanding of literacy as social practice; on the other hand, it explores how emerging tec... Sample PDF | More details...

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19.

Transforming Continuing Healthcare Education with E-Learning 2.0 (pages 308-328)

Rajani S. Sadasivam (University of Massachusetts Medical School, USA), Katie M. Crenshaw (University of Alabama at Birmingham, USA), Michael J. Schoen (University of Alabama at Birmingham, USA), Raju V. Datla (Massachusetts Medical Society, USA)

The e-learning 2.0 transformation of continuing education of healthcare professionals (CE/CME) will be characterized by a fundamental shift from the delivery of stat... Sample PDF | More details...

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20.

Mode Neutral: The Pedagogy that Bridges Web 2.0 and e-Learning 2.0 (pages 329-350)

Brian Smith (Edge Hill University, UK), Peter Reed (Edge Hill University, UK)

The excitement of Web 2.0 and E-learning 2.0 is upon us. As the use of social networking sites and other Web 2.0 tools continue to increase, pedagogues are consideri... Sample PDF | More details...

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21.

Dispatches from the Graduate Classroom: Bringing Theory and Practice to E-Learning (pages 351-366)

F. R. Nordengren (Des Moines University, USA), Ann M. York (Des Moines University, USA)

This chapter is a practical overview of both the theoretical, evidence-based research in pedagogy and the anecdotal, experience-based practices of faculty who work d... Sample PDF | More details...

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22.

Student-Centered Teaching with Constructionist Technology Tools: Preparing 21st Century Teachers (pages 367-384)

Kathryn Kennedy (University of Florida, USA), Jeff Boyer (University of Florida, USA), Catherine Cavanaugh (University of Florida, USA), Kara Dawson (University of Florida, USA)

Using the theoretical framework of “craft” highlighted by Richard Sennett (2008) in The Craftsman, this chapter focuses on constructionism and the implications of pr... Sample PDF | More details...

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23.

Challenges for Teacher Education in the Learning Society: Case Studies of Promising Practice (pages 385-401)

Clara Pereira Coutinho (University of Minho, Portugal)

In this chapter the author presents the results of a project developed in pre-service and in-service teacher education programs at the Minho University, Braga, Portu... Sample PDF | More details...

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24.

From Memorable to Transformative E-Learning Experiences: Theory and Practice of Experience Design (pages 402-421)

Pearl Chen (California State University, Los Angeles, USA)

This chapter reviews the current state of theory and practice of experience design and suggests that the notion of experience should be regarded as an essential and... Sample PDF | More details...

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25.

Authentic Learning in Second Life: A Constructivist Model in Course Design (pages 422-439)

Carl Scott (University of Houston, USA), Youmei Liu (University of Houston, USA), Madhuri Kumar (University of Houston, USA)

This chapter will examine the relationship between a constructivist teaching approach and online learning experiences in the Virtual Worlds of Second Life, using a s... Sample PDF | More details...

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26.

Student Perceptions and Pedagogical Applications of E-Learning Tools in Online Course (pages 440-454)

C. Candace Chou (University of St. Thomas, USA)

This study explores student views of various E-Learning tools as teaching and learning media in an online course for pre-service and in-service teachers. This chapte... Sample PDF | More details...

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27.

Using Blogfolios to Enhance Interaction in E-Learning Courses (pages 455-470)

Steve Chi-Yin Yuen (The University of Southern Mississippi, USA), Harrison Hao Yang (State University of New York at Oswego, USA)

Enhancing the substantial interaction in e-learning courses can be a challenge to instructors. The chapter gave an overview of online interaction, portfolios develop... Sample PDF | More details...

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28.

Multi-Tier Knowledge-Based System Accessing Learning Object Repository Using Fuzzy XML (pages 471-492)

Priti Srinivas Sajja (Sardar Patel University, India)

Quality of an e-Learning solution depends on its content, services offered by it and technology used. To increase reusability of common learning material which is ac... Sample PDF | More details...

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29.

Finding Information: Factors that Improve Online Experiences (pages 493-506)

Ivan Angelov (University of Plovdiv, Bulgaria), Sathish Menon (Analytic Dimension, USA), Michael Douma (Institute for Dynamic Educational Advancement (IDEA), USA)

This chapter outlines central findings from surveys that considered factors that drive online experience as expressed by the three different groups of subjects – non... Sample PDF | More details...

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Key Terms in this Chapter

Adult Learning: A relatively new area of study, the term “Andragogy” initially popularized by the original work of Malcolm S. Knowles. Knowles postulated that adults are autonomous and self-directed learners, practical, goal-oriented, and are guided in their learning by previous life experiences and prior knowledge.

Disruptive technology or disruptive innovation: A technological innovation that improves a product or service in ways that the market does not expect, typically by being lower priced or designed for a different set of consumers. The term was first coined by Clayton M. Christensen in his 1995 article Disruptive Technologies: Catching the Wave.

E-Learning 2.0: The ability to access socially and dynamically, create, and share knowledge in a multidimensional, instantaneous, collaborative, and interactive manner.

CME or Continuing Medical Education: Continuing professional development of physicians that is required by each state for keeping up with advances in medicine and with changes in the delivery of care. A variety of CME providers exist, including the American Medical Association, state medical associations, medical specialty societies, most academic medical centers, etc. CME formats vary depending on provider, audience and special needs of the physicians.

SOA or Service-Oriented-Architecture: A style of design that guides all aspects of creating and using business services throughout the development life cycle. The SOA lifecycle runs from the conception of the business service to its retirement. A service is defined technically as a location on the network that has a machine readable description of the messages it receives and returns.

Point-of-care access: Situations in which physicians engage in an active search for specific information at the point of the patient encounter when a new condition or a clinical question arises.

Human interaction processes: Are business processes that are human driven rather than machine driven. Humans participate in and influence the execution of the processes. Keith Harrison-Broiniski describes the unique characteristics of human interaction processes in detail in his book “human interactions: The heart and soul of business process management.”

Digital enterprises: Enterprises whose operations are predominantly electronic. Can also be referred to as Service enterprises or electronic enterprises.

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