E-learning in medical education: problems with research -

Abstract

E-learning has become a widely accepted modality in medical education. However whilst there is no question but that the take-up of e-learning continues to grow, there are ongoing questions as to its effectiveness and as to whether or not it can achieve good outcomes for learners. The research has broadly shown that e-learning is no better than traditional forms of education. This suggests that there is a problem with e-learning, or with the research, or perhaps with both. In this short article I look at some of the problems with existing research into e-learning. Perhaps the foremost difficulty of conducting research into e-learning and of analysing and summarising research is the variety of forms of e-learning and the problems of defining these different forms. Another related problem for e-learning research is the pace of change of technology in this field. This pace has continued for the past twenty years and has accelerated in recent years. A third issue is the research methodologies used to evaluate e-learning. There are a variety of different methodologies described in the literature - but this very variety makes it difficult to draw overall conclusions from the research base. A fourth issue is the question of what constitutes “effectiveness” - as proved or disproved by research. A fifth issue is the extent to which research up to now has attempted to evaluate e-learning as an isolated learning activity: this is a problem because we know that it is an artifice. A sixth issue is the reporting of research. A seventh issue relates to the purpose of research - its implementation in routine e-learning practice. Rolling out proven e-learning methodologies requires funding and evidence that e-learning will be cost effective as well as effective. Yet there are few studies that evaluate the cost and value of e-learning.