My reflection on the whole process of creating e-learning intervention

 

My reflection on e-learning module

As I perceive myself as a technically challenged person, I always asked someone to assist me when it comes to technological things most of the time. I am grateful that I am now working in the environment where my colleagues are up-to-date with new trends of education and technology, and they usually support me if I struggle with any of them. When I chose the e-learning module at the beginning of MPhil second year, I had no idea of what I was getting into. The reason I chose this was simply because of peer pressure and I had a feeling that the other module would be quite difficult to pass.

After reading the module assessment, I found that the assignment of the module was tough. However, the use of the ADDIE model guided the writing of the assignment in the correct direction. In applying the first phase of the ADDIE model, I had to do a mini-survey of students on need analysis of the chosen topic. Though it was difficult to organize towards the end period of the academic year, the data collected from the mini-survey supported my assumption of the problem and possible solutions. It took me a lot of time and effort to finish the analysis phase.

When I started designing the new intervention, I received feedback from peers which made me realize that there were some gaps in my design. Additionally, I could analyze the feasibility part of implementing this new intervention. This process saved me from doing uneventful things. I agree with Lianne that the design phase and development phase could be seen as one activity. After I put down the solution of the learning problems and teaching tools in the development phase, the prototype was produced. I am now so excited to show the prototype to my colleagues and welcome their feedback, as students are busy with writing their exams at this time of the year.

Hopefully at the beginning of next year I can test this prototype to some volunteer students and get feedback of how they felt about their learning, as well as, whether this prototype increases their knowledge about jaundice. I found this evaluation model of Kirkpatrick (ADDIE model, 2004) very useful and applicable not only in e-learning evaluation but also for other non e-learning courses as well.   

The rewarding part for me is after I uploaded the learning content on the Blackboard system with YouTube web links, it offered students the opportunity to learn everything about ‘Jaundice’ students needed to know in their second year. Additionally, the information is easily accessible to them anytime and anywhere.  Actually I felt like half of the responsibilities of teaching this module was already done even before the module started. Now I can’t wait to see the students’ performance outcomes in their case reports and in their final examination. As an educator and a medical doctor, my role is to assist medical students to enhance their learning to achieve the final goal of improving in patient’s outcome. Though I am involved only in the junior years of medical training, my duty is to plant the seeds of knowledge in the correct type of soil, which facilitates adult learning. This aims to achieve the best possible results which translate to improved patients’ outcomes of our graduates.

My concern is whether lecturers from other departments will be willing to participate and roll out the e-learning programmes. As my context is Sefako Makgatho Health Sciences University (SMU) which is the University for the previously disadvantaged students, even lecturers might feel e-learning is impossible in our context. This can be both due to the lecturers’ attitudes towards e-learning and their levels of technical competency. When I attended one of this year’s Academic Planning and Curriculum Development Committee (APCDC) meetings, the SMU information technology (IT) unit leader wanted to present about the full launch of the Blackboard system.  APCDC members seemed uninterested with regards to the Blackboard system. As I am one of the module leaders in the second year and one of the few lecturers who initiate e-learning in SMU, it is also important for me to encourage participation of educators from different departments by informing them of the evidence of improved learning outcomes and showing them how to use it. I think as we are in the 21^st century which is the digital age, we all have to be up-to-date with technology even though I am one of the slower educators when it comes to learning about technology.

Now that I am exposed to the e-learning, I had an opportunity to learn about the benefits and possible ways of implementing it in my context. If other lecturers are given enough information and opportunities to learn about it like me, I am confident that their attitudes to e-learning will become more positive.   

I am glad that I walked through this pathway of exploration of e-learning and its role in medical education with all of you and a big thank to Lianne who supported us in every step of the pathway. So, this is the end of our 2^nd year MPhil. Let’s shine ourselves in the world of medical education with what we have learnt through this degree.