Online Learning Unit Wise and Pearce, HIC, Aug 2005 Challenges for a faculty-based online learning unit in supporting the development of online projects in medical education Dr Lisa Wise, Online Learning Unit Dr Chris Pearce, Department of General Practice, Faculty of Medicine Dentistry and Health Sciences, The University of Melbourne

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Outline Context for online learning initiatives Role of the FMDHS Online Learning Unit Online courses for Dept General Practice –CME for GPs –GP registrar training –Communication Skills for health professionals What factors contribute to successful online course? Online vs Multimedia Projects Concluding comments

Online Learning Unit Wise and Pearce, HIC, Aug 2005 The web is very new WWW proposed in webservers in 1992 Graphical web browser (Mosaic) in webservers at the end of 1994 –including

Online Learning Unit Wise and Pearce, HIC, Aug 2005

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Expertise in Online Learning “Expertise” takes at least 10 years to develop started in 1994 my first online website for teaching in 1995 July is my 10 year anniversary I have the minimum requirement to claim expertise in online learning …

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Perceived Demand for Online Learning Assumptions: Online learning is: 1. Convenient 2. Relatively inexpensive Health professionals are: 3. Interested in studying online 4. Willing to pay for it

Online Learning Unit Wise and Pearce, HIC, Aug 2005 New markets Traditional teaching methods still perceived to be superior Online will tap new markets RURAL INTERSTATE INTERNATIONAL

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Drivers for Online Learning Unit Opportunities: Limited domain expertise disseminated more widely Earn revenue from student fees Online Learning Unit: capitalise on online opportunities facilitate development of online programs self-funding within 3 years by levy on student fees

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Online Learning Unit 25 potential online projects identified in 2002 –Self-reported readiness of content –Estimated funds available –Projected student demand to make courses viable OLU set up in mid-2003 –Ran 5 online courses in 2004 –Fewer students than projected in all courses This paper reports on 4 courses from the Department of General Practice

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Key evaluation criteria 1.Projected market? Sustainable? 2.Students willing to pay? Dept willing to pay levy? 3.Students and staff eager to go online? 4. Ongoing funding source? 5.Appropriate pedagogy? Appropriate online tools?

Online Learning Unit Wise and Pearce, HIC, Aug 2005 GP CME Web-based interactive learning environment for GPs Basic case built into advanced “model case” –Guided discussion –Reflection –Access to web-based reference material Dynamic knowledge and learning network –Resource intensive –High level of facilitation and interaction required –Not sustainable without project sponsor

Online Learning Unit Wise and Pearce, HIC, Aug Projected market? Sustainable? Projected 60 students per year probably sustainable 2.Students willing to pay? Dept willing to pay levy? Yes, but not at level to sustain development / no dept levy 3.Students and staff eager to go online? Key staff enthusiastic, but no widespread dept support 4. Ongoing funding source? Not pursued aggressively, key staff moved elsewhere 5.Appropriate pedagogy? Appropriate online tools? Innovative effective use of technology, strongly driven by individuals, dependent on their personal commitment Key evaluation criteria

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Vocational Training for GP registrars Weekly meetings Weekend workshops Case-of-the-Month online discussion forums 106 registrars in program Majority logged in at least once to download resources < 20% posted messages (only 37 / 250 messages) < 50% of medical educators posted messages

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Key evaluation criteria 1.Projected market? Sustainable? Sustainable, captive training market 2.Students willing to pay? Dept willing to pay levy? Funding for online program negotiated with third party 3.Students and staff eager to go online? One highly committed facilitator, most not very interested 4. Ongoing funding source? Probably, but not committed to current strategy 5.Appropriate pedagogy? Appropriate online tools? Limited pedagogy, little discussion, mostly resource delivery

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Communication Skills Course 3 - communication skills for GPs Course 4 - communications skills for GP Nurses –2 Face-to-Face Workshops –Online Discussion Forums / Reflective journals (course 4) –Online topics set by facilitators –Ongoing low enrolments –Motivated students improving professional skills

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Communication skills All students participated actively in forums throughout semester Most not very computer-literate (self reported) Active social forums Course 3: high level of facilitator input Course 4: low level of facilitator input to forums, but interactions with respect to reflective journals not tracked

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Key evaluation criteria 1.Projected market? Sustainable? Small niche markets with committed motivated students 2.Students willing to pay? Dept willing to pay levy? Yes, but no dept levy to fund development (low budget course) 3.Students and staff eager to go online? Not particularly interested in online, but suited needs 4. Ongoing funding source? Uni disincentives to run small niche courses, not run in Appropriate pedagogy? Appropriate online tools? Appropriate use of technology to support learning needs

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Successful Online Learning Projects Identifiable sustainable demand for online content Prospective students who are willing to pay Depts willing to pass on proportion of fees Willingness of staff and students to engage in online teaching and learning Sponsors or funding sources for ongoing development, maintenance and support of online program Pedagogy that makes appropriate use of online environment

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Overview of online programs None of the courses met all the criteria: GP CME and Communication Skills courses successful educationally but not financially –Promoted meaningful online interactions –Did not have high enrolments –Did not reach out to new rural / regional /international markets GP Registrar Vocational Training online component not educationally successful in 2004 but financially viable –Did not promote interaction –OK with respect to content delivery –Different drivers so most likely to secure ongoing funding

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Services provided by Online Learning Unit Academic advice on appropriate use of online technology Developing web-based resources –Websites / Documents for download –Navigation / hyperlinks Hosting services –Creating user accounts –Setting up discussion forums, reflective journals, etc ICT support / training for facilitators and students OLU fee income –Hourly rates for development / hosting –No direct charge for academic advice

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Online Learning Expertise Experience teaching and learning online Understanding of web-based interactive environment Technically informed academics Academically informed technical staff Understanding of academic workflow and user needs Just-in-time proactive training and support CPD needs to fit requirements of participants (both staff and students)

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Online expertise versus Multimedia Online environment Interactive space Content Providers / educators Consumers / students Content providers Screen Design Navigation PRODUCT EDUCATIONAL DESIGN

Online Learning Unit Wise and Pearce, HIC, Aug 2005 Conclusions Primary benefit of OLU is academic advice and assistance Advice highly valued but most not willing / able to pay Levies on future student fees not a viable funding model