The transition from face-to-face to online CME facilitation.
This study examines the experiences of nine medical teachers who transitioned from face-to-face teaching to facilitating a course in an online environment. The authors examined the reasons why the teachers agreed to facilitate an online course, the challenges they encountered and their practical solutions, and the advantages and disadvantages they perceived to this teaching environment. Thirty-minute phone interviews were conducted. An iterative process was used to develop the themes and sub-themes for coding. Teachers reported being attracted to the novelty of the new instructional format and saw online learning as an opportunity to reach different learners. They described two facets to the transition associated with the technical and facilitation aspects of online facilitation. They had to adapt their usual teaching materials and determine how they could make the 'classroom' user friendly. They had to determine ways to encourage interaction and facilitate learning. Lack of participation was frustrating for most. This study has implications for those intending to develop online courses. Teacher selection is important as teachers must invest time in course development and teaching and encourage participation. Teacher support is critical for course design, site navigation and mentoring to ensure teachers facilitate online discussion.
Lockyer
Jocelyn
J
Faculty of Medicine, University of Calgary, 3330 Hospital Drive, NW Calgary, Alberta, Canada T2N 4N1. lockyer@ucalgary.ca
Sargeant
Joan
J
Curran
Vernon
V
Fleet
Lisa
L
D001292:Attitude to Computers; D002170:Canada; D003194:Computer-Assisted Instruction / Q000379:methods*; D003479:Curriculum; D020375:Education, Distance / Q000379:methods*; D004502:Education, Medical, Continuing / Q000379:methods*; D006801:Humans; D020407:Internet; D007407:Interviews as Topic; D009862:Online Systems; D015397:Program Evaluation