远程学习与其他形式的教育相比如何?对卫生专业人员远程学习教育成果的系统审查。

Jo Tomlinson, Tim Shaw, Ana Munro, Ros Johnson, D Lynne Madden, Rosemary Phillips, Deborah McGregor
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引用次数: 55

摘要

未标记:电信技术,包括音频和视频会议设施,使地理上分散的保健专业人员有机会与其他人联系和协作。这些技术因实现医疗保健专业人员团队与其患者之间的远程咨询和远程协作而得到认可,也非常适合提供称为远程学习的远程学习方案。目的:确定与传统的面对面教育交付方法相比,远程学习交付方法是否能达到同等的学习效果。方法:新南威尔士州卫生部委托进行了一项系统的文献综述,以确定在向卫生专业人员提供教育中应用远程学习交付方法的相关结果。结果:审查发现很少有研究严格比较远程学习与传统形式。然而,有一些证据支持这样一个前提,即远程学习模式取得了可比的学习成果,参与者普遍对这种交付方法感到满意和接受。结论:该综述表明,远程学习技术不仅提供了远程学习机会,而且取得了与传统面对面学习模式相当的学习成果。需要更严格的证据来加强这些发现,并应成为未来远程学习研究的重点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals.

Unlabelled: Telecommuniciation technologies, including audio and videoconferencing facilities, afford geographically dispersed health professionals the opportunity to connect and collaborate with others. Recognised for enabling tele-consultations and tele-collaborations between teams of health care professionals and their patients, these technologies are also well suited to the delivery of distance learning programs, known as tele-learning.

Aim: To determine whether tele-learning delivery methods achieve equivalent learning outcomes when compared with traditional face-to-face education delivery methods.

Methods: A systematic literature review was commissioned by the NSW Ministry of Health to identify results relevant to programs applying tele-learning delivery methods in the provision of education to health professionals.

Results: The review found few studies that rigorously compared tele-learning with traditional formats. There was some evidence, however, to support the premise that tele-learning models achieve comparable learning outcomes and that participants are generally satisfied with and accepting of this delivery method.

Conclusion: The review illustrated that tele-learning technologies not only enable distance learning opportunities, but achieve comparable learning outcomes to traditional face-to-face models. More rigorous evidence is required to strengthen these findings and should be the focus of future tele-learning research.

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