Context / probleemstelling of aanleiding

Probleemstelling (inclusief theoretische onderbouwing en onderzoeksvraag/vragen):
While online education has many advantages, dissatisfaction with online interaction is an important challenge. Previously, we conducted a scoping review [1] in which we uncovered ways to define, measure, and improve quality of online interaction. We found that the Community of Inquiry [2] can often be used as a framework to study online interaction, as the constructs of social and cognitive presence encapsulate the meaning of quality of online interpersonal interaction.
In order to improve online interaction and its quality, we also need insight from students and teachers. However, in health professions education (HPE), there is not much known about how students and teachers experience this problem. Only by gaining insight into their experiences with online interaction and how they suggest it can be improved, we are able to design and test interventions.
Therefore, in this study, we aim to explore how students and teachers experience online interpersonal interaction, and especially their reported facilitators, barriers, and solutions for implementing high-quality online interaction.
Methode:
Thirteen students and 9 teachers, all involved in predominately online programs of LUMC, participated in our study. Five focus groups of 90 minutes, 2 with teachers and 3 with students, were conducted. The script was piloted in a session with students prior to the start of the research. Qualitative analysis, in the form of template analysis, was conducted to analyze the focus group data. A priori codes were based on previous research, and analyzing the pilot further allowed us to develop an initial template. The template was then enriched by analyzing the rest of the focus groups. The data were coded by two researchers in Atlas.ti.
Resultaten (en conclusie):
Analysis revealed a multitude of themes and sub-themes regarding the experiences of HPE students and teachers. Students reported <i>technological</i>, <i>structure-related</i>, <i>instructor-related</i>, and <i>connection-related</i> facilitators. They also reported <i>diversity and knowledge exchange</i> as facilitators, expressing the importance of learning from colleagues with different backgrounds. Teacher-reported facilitators included <i>structural</i> facilitators (for example, more small group learning), <i>lowering the threshold</i>, and <i>building a safe space</i>. Barriers were categorized as <i>administrative</i>, <i>language</i>, <i>time</i>, <i>psychological</i>, <i>communication</i>, and <i>technological</i> barriers.
Furthermore, we have also uncovered solutions, with participants suggesting interventions such as <i>enriching the virtual learning environment</i> and <i>providing more guidance to students</i>, as well as tips for teachers and program directors.
Discussie (beschouwing resultaten en conclusie in het kader van de theorie):
In this study, we gained insight into how HPE students and teachers perceive online interaction. A qualitative approach was used in order to give students and teachers a voice and to enrich previous findings.
Participants often discussed connection, communication, and safe spaces, which relates back to the social presence element of the Community of Inquiry framework [2], but also the importance of building knowledge together and learning from others, which relates to cognitive presence. They were eager to share their experiences, although teachers and students often held different perspectives. For example, while some students expressed a strong desire for more mandatory sessions and guidance, other students and teachers argued for the importance of individual responsibility. Unexpectedly, we found psychological barriers which the literature does not report on, such as <i>feeling insecure</i>, <i>stressed</i>, or <i>hesitant</i>.
Based on the facilitators, barriers, and solutions that we uncovered, interventions and guides to improve online education can be developed.
Referenties:
Lupascu, A., Hendriks, R.A., van der Hage, J.A., de Jong, P.G.M. (n.d.). How to define, measure, and improve quality of online interaction in higher education: A scoping review. Manuscript submitted for publication.
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. <i>The internet and higher education</i>, 2(2-3), 87-105.