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Design Decision #2 – Why use a variety of formats in the design of the online module?
For this blog post, thoughts around the design of an effective interactive online training module for dental health staff will be discussed.
As mentioned in the previous blog post, dental health staff have participated in face-to-face sessions for training. For this modified action research project, the use of an interactive online training module will be explored; however, how can it be designed to ensure that it engages the staff enough for them to meet their learning outcomes?
Studies have shown that digital learning resources may enhance learning due to instructional methods that incorporate a variety of formats, including audio, video, text, interactive exercises and questions with immediate feedback (Arbaugh, 2005; Sitzmann, Kraiger, Stewart, & Wisher, 2006, as cited in Becker et al., 2014; Francis, Mauriello, Phillips, Englebardt, & Grayden, 2000; Kavadella et al, 2013). Additionally, having the various formats activates multiple senses, which increases knowledge retention and learner engagement (Koller et al., 2008; Schwaninger, 2004, as cited in Gupta & Sahoo, 2015). Kavadella et al. (2013) explain that when the learning outcomes are clearly outlined and relevant, and the digital resources are designed to promote critical thinking, the learners’ needs will be achieved. Moreover, research shows that the use of teaching modules and self-tests is an effective and acceptable method of learning (Jackson, Hannum, Koroluk, & Profitt, 2011). Taking the aforementioned into consideration, the online learning option might benefit our staff more than the current practice of having them read a fact sheet and complete a survey to demonstrate that they read it.
This design decision will explore some of the potential practices for the design of an effective online module.
To inquire into this question, research articles on the design aspects online training modules such as the use of video, audio, interactive activities, the use of questions with immediate feedback will be examined. The design aspects of the online training modules which have been previously implemented by our organizational development department will also be looked at to determine the types of activities which assisted in engaging the learner.
References:
Becker, K., Bohnenkamp, J., Domitrovich, C., Keperling, J., & Ialongo, N. (2014). Online training for teachers delivering evidence-based preventive interventions. School Mental Health: A Multidisciplinary Research and Practice Journal, 6(4), 225-236. doi:10.1007/s12310-014-9124-x
Francis, B., Mauriello, S., Phillips, C., Englebardt, S., & Grayden, S. (2000). Assessment ofonline continuing dental education in North Carolina. Journal of Continuing Education in the Health Professions,20(2), 76-84. doi:10.1002/chp.1340200203
Gupta, R., & Sahoo, C. (2015). Role of technology-based training towards competency building. Productivity, 55(4), 388-394.
Jackson, T., Hannum, W., Koroluk, L., & Proffit, W. (2011). Effectiveness of web-based teaching modules: Test-enhanced learning in dental education. Journal of Dental Education, 75(6), 775-81.
Kavadella, A., Kossioni, A., Tsiklakis, K., Cowpe, J., Bullock, A., Barnes, E., Bailey, S., Thomas, H., Thomas, R., Karaharju-Suvanto, T., Suomalainen, K., Kersten, H., Povel, E., Giles, M., Walmsley, D., Soboleva, U., Liepa, A., & Akota, I. (2013). Recommendations for the development of e-modules for the continuing professional development of European dentists. European Journal of Dental Education, 17, 45-54. doi:10.1111/eje.12039