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Lim HM, Ng CJ, Wharrad H, Lee YK, Teo CH, Lee PY, Krishnan K, Abu Hassan ZF, Yong PVC, Yap WH, Sellappans R, Ayub E, Hassan N, Shariff Ghazali S, Jahn Kassim PS, Nasharuddin NA, Idris F, Taylor M, Poussa C, Karlgren K, Stathakarou N, Mordt P, Konstantinidis S. Knowledge transfer of eLearning objects: Lessons learned from an intercontinental capacity building project. PLoS One 2022; 17:e0274771. [PMID: 36126036 PMCID: PMC9488788 DOI: 10.1371/journal.pone.0274771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2022] [Accepted: 09/04/2022] [Indexed: 11/28/2022] Open
Abstract
Background Effective knowledge transfer of eLearning objects can hasten the adoption and dissemination of technology in teaching and learning. However, challenges exist which hinder inter-organisational knowledge transfer, particularly across continents. The ACoRD project aimed to transfer knowledge on digital learning development from UK/EU (provider) to Malaysian (receiver) higher education institutions (HEIs). This study explores the challenges encountered during the knowledge transfer process and lessons learned. Methods This is a qualitative study involving both the knowledge providers and receivers in focus group discussions (n = 25). Four focus group discussions were conducted in the early (n = 2) and mid-phase (n = 2) of the project by trained qualitative researchers using a topic guide designed to explore experiences and activities representing knowledge transfer in multi-institutional and multi-cultural settings. The interviews were audio-recorded, transcribed verbatim, and checked. The transcripts were analysed using thematic analysis. Results Five main themes emerged from this qualitative study: mismatched expectations between providers and receivers; acquiring new knowledge beyond the professional "comfort zone"; challenges in cascading newly acquired knowledge to colleagues and management; individual and organisational cultural differences; and disruption of knowledge transfer during the COVID-19 pandemic. Conclusion This study highlights the need to create a conducive platform to facilitate continuous, timely and bi-directional needs assessment and feedback; this should be done in the early phase of the knowledge transfer process. The challenges and strategies identified in this study could guide more effective knowledge transfer between organisations and countries.
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Affiliation(s)
- Hooi Min Lim
- Department of Primary Care Medicine, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Chirk Jenn Ng
- Department of Primary Care Medicine, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
- Department of Research, SingHealth Polyclinics, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
| | - Heather Wharrad
- School of Health Sciences, University of Nottingham, Nottingham, England
| | - Yew Kong Lee
- Department of Primary Care Medicine, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
- UM eHealth Unit, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Chin Hai Teo
- UM eHealth Unit, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
- * E-mail:
| | - Ping Yein Lee
- UM eHealth Unit, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | - Kuhan Krishnan
- Dean’s Office, Faculty of Medicine, Universiti Malaya, Kuala Lumpur, Malaysia
| | | | - Phelim Voon Chen Yong
- School of Biosciences, Faculty of Health & Medical Sciences, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Wei Hsum Yap
- School of Biosciences, Faculty of Health & Medical Sciences, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Renukha Sellappans
- School of Pharmacy, Faculty of Health & Medical Sciences, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Enna Ayub
- Taylor’s Digital, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Nurhanim Hassan
- Teaching and Educational Development (TED), Centre of Future Learning, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Sazlina Shariff Ghazali
- Department of Family Medicine, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Serdang, Malaysia
| | - Puteri Shanaz Jahn Kassim
- Department of Family Medicine, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Serdang, Malaysia
| | - Nurul Amelina Nasharuddin
- Department of Multimedia, Faculty of Computer Science and Information Technology, Universiti Putra Malaysia, Serdang, Malaysia
| | - Faridah Idris
- Department of Pathology, Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Serdang, Malaysia
| | - Michael Taylor
- School of Health Sciences, University of Nottingham, Nottingham, England
| | - Cherry Poussa
- School of Health Sciences, University of Nottingham, Nottingham, England
| | - Klas Karlgren
- Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden
| | - Natalia Stathakarou
- Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Stockholm, Sweden
| | - Petter Mordt
- NettOp, Department of E-Learning Development, University of Stavanger, Stavanger, Norway
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Lim HM, Ng CJ, Teo CH, Lee PY, Kassim PSJ, Nasharuddin NA, Yong PVC, Sellappans R, Yap WH, Lee YK, Abu Hassan ZF, Krishnan K, Ghazali SS, Idris F, Hassan N, Ayub E, Konstantinidis S, Taylor M, Poussa C, Karlgren K, Stathakarou N, Mordt P, Nilsen AT, Wharrad H. Prioritising topics for developing e-learning resources in healthcare curricula: A comparison between students and educators using a modified Delphi survey. PLoS One 2021; 16:e0253471. [PMID: 34166432 PMCID: PMC8224897 DOI: 10.1371/journal.pone.0253471] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Accepted: 06/06/2021] [Indexed: 12/03/2022] Open
Abstract
Background Engaging students in the e-learning development process enhances the effective implementation of e-learning, however, students’ priority on the topics for e-learning may differ from that of the educators. This study aims to compare the differences between the students and their educators in prioritising the topics in three healthcare curricula for reusable e-learning object (RLO) development. Method A modified Delphi study was conducted among students and educators from University Malaya (UM), Universiti Putra Malaysia (UPM) and Taylor’s University (TU) on three undergraduate programmes. In Round 1, participants were asked to select the topics from the respective syllabi to be developed into RLOs. Priority ranking was determined by using frequencies and proportions. The first quartile of the prioritised topics was included in Round 2 survey, which the participants were asked to rate the level of priority of each topic using a 5-point Likert scale. The mean score of the topics was compared between students and educators. Result A total of 43 educators and 377 students participated in this study. For UM and TU Pharmacy, there was a mismatch in the prioritised topics between the students and educators. For UPM, both the educators and students have prioritised the same topics in both rounds. To harmonise the prioritisation of topics between students and educators for UM and TU Pharmacy, the topics with a higher mean score by both the students and educators were prioritised. Conclusion The mismatch in prioritised topics between students and educators uncovered factors that might influence the prioritisation process. This study highlighted the importance of conducting needs assessment at the beginning of eLearning resources development.
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Affiliation(s)
- Hooi Min Lim
- Faculty of Medicine, Department of Primary Care Medicine, University Malaya, Kuala Lumpur, Malaysia
| | - Chirk Jenn Ng
- Faculty of Medicine, Department of Primary Care Medicine, University Malaya, Kuala Lumpur, Malaysia
- * E-mail:
| | - Chin Hai Teo
- Faculty of Medicine, Department of Primary Care Medicine, University Malaya, Kuala Lumpur, Malaysia
| | - Ping Yein Lee
- Faculty of Medicine and Health Sciences, Department of Family Medicine, Universiti Putra Malaysia, Serdang, Malaysia
| | - Puteri Shanaz Jahn Kassim
- Faculty of Medicine and Health Sciences, Department of Family Medicine, Universiti Putra Malaysia, Serdang, Malaysia
| | - Nurul Amelina Nasharuddin
- Faculty of Computer Science and Information Technology, Department of Multimedia, Universiti Putra Malaysia, Serdang, Malaysia
| | - Phelim Voon Chen Yong
- Faculty of Health & Medical Sciences, School of Biosciences, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Renukha Sellappans
- Faculty of Health & Medical Sciences, School of Pharmacy, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Wei Hsum Yap
- Faculty of Health & Medical Sciences, School of Biosciences, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Yew Kong Lee
- Faculty of Medicine, Department of Primary Care Medicine, University Malaya, Kuala Lumpur, Malaysia
| | | | - Kuhan Krishnan
- Faculty of Medicine, Medical Research and Development Unit, University Malaya, Kuala Lumpur, Malaysia
| | - Sazlina Shariff Ghazali
- Faculty of Medicine and Health Sciences, Department of Family Medicine, Universiti Putra Malaysia, Serdang, Malaysia
| | - Faridah Idris
- Faculty of Medicine and Health Sciences, Department of Pathology, Universiti Putra Malaysia, Serdang, Malaysia
| | - Nurhanim Hassan
- E-Learning Academy, INTELLECT, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | - Enna Ayub
- E-Learning Academy, INTELLECT, Taylor’s University, Subang Jaya, Selangor, Malaysia
| | | | - Michael Taylor
- School of Health Sciences, University of Nottingham, Nottingham, England
| | - Cherry Poussa
- School of Health Sciences, University of Nottingham, Nottingham, England
| | - Klas Karlgren
- Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Solna, Sweden
| | - Natalia Stathakarou
- Department of Learning, Informatics, Management and Ethics (LIME), Karolinska Institutet, Solna, Sweden
| | - Petter Mordt
- NettOp, Department of E-Learning Development, University of Stavanger, Stavanger, Norway
| | - Arne Thomas Nilsen
- NettOp, Department of E-Learning Development, University of Stavanger, Stavanger, Norway
| | - Heather Wharrad
- School of Health Sciences, University of Nottingham, Nottingham, England
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Asli MF, Hamzah M, Ibrahim AAA, Ayub E. Problem characterization for visual analytics in MOOC learner's support monitoring: A case of Malaysian MOOC. Heliyon 2020; 6:e05733. [PMID: 33426320 PMCID: PMC7775862 DOI: 10.1016/j.heliyon.2020.e05733] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2020] [Revised: 09/11/2020] [Accepted: 12/11/2020] [Indexed: 10/31/2022] Open
Abstract
Malaysia and many other developing countries progressively adopting massively open online course (MOOC) in their national higher education approach. We have observed an increasing need for facilitating MOOC monitoring that is associated with the rising adoption of MOOCs. Our observation suggests that recent adoption cases led analyst and instructors to focus on monitoring enrolment and learning activities. Visual analytics in MOOC support education analysts in analyzing MOOC data via interactive visualization. Existing literature on MOOC visualization focuses on enabling visual analysis on MOOC data from forum and course material. We found limited studies that investigate and characterize domain problems or design requirements of visual analytics for MOOC. This paper aims to present the empirical problem characterization and abstraction for visual analytics in MOOC learner's support monitoring. Detailed characterization and abstraction of the domain problem help visualization designer to derive design requirements in generating appropriate visualization solution. We examined the literature and conducted a case study to elicit a problem abstraction based on data, users, and tasks. We interviewed five Malaysian MOOC experts from three higher education institutes using semi-structured questions. Our case study reveals the priority of enabling MOOC analysis on learner's progression and course completion. There is an association between design and analysis priority with the pedagogical type of implemented MOOC and users. The characterized domain problems and requirements offer a design foundation for visual analytics in MOOC monitoring analysis.
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Affiliation(s)
| | - Muzaffar Hamzah
- Faculty of Computing and Informatics, Universiti Malaysia Sabah, Malaysia
| | - Ag Asri Ag Ibrahim
- Faculty of Computing and Informatics, Universiti Malaysia Sabah, Malaysia
| | - Enna Ayub
- Centre for Future Learning, Taylor's University, Malaysia
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