E-learning is a new field which has developed rapidly over the past three years. It has evolved to represent a convergence in the use of technology for learning, teaching, training, wider knowledge management and performance support. E-learning may be instructor-led or learner-led. Engaged in as a synchronous or asynchronous activity (individuals actively taking part in the same learning experience at the same time or at different times). Undertaken alone or as part of a group. Or any combination of these.
E-learning has been surrounded by considerable hype and extremes of both enthusiasm and pessimism. More recently however, although the jargon and complex, sometimes contradictory nature of the literature remains, e-learning has come of age. Emphasis now focuses upon the adoption of e-learning in conjunction with more traditional methods of teaching and training to provide a blended solution in supporting today's learning needs. With a more mature reflection upon its major benefits and limitations, design principles, organisational requirements, making a business case and evaluation. It is clearly recognised that further research of a high methodological standard is needed in many of these areas.
This paper will begin by highlighting some of the main features, benefits and limitations of e-learning, and by describing its emergence within the UK healthcare sector supporting the education, training and continuing professional development of healthcare practitioners. Also, its role in supporting other major UK healthcare initiatives such as workforce planning, curriculum development, changes in the funding and administration of continuing professional development and clinical governance.
The paper will then concentrate upon potential roles for information practitioners in further establishing e-learning within the healthcare sector. These include:
- Co-ordinating and promoting access to e-learning resources.
- Providing support and training for those using e-learning resources.
- Designing and implementing e-learning resources - as part of a development team.
- Critically evaluating e-learning resources.
- Information practitioners using e-learning resources to meet their own learning needs.
The roles will be illustrated with specific examples taken from the healthcare sector. Examples will be drawn from the work of the BMA Library, the UK as a whole, and beyond.
The paper will conclude by summarising likely drivers and directions for the future development of e-learning within the healthcare sector. It will suggest future potential opportunities for information practitioners' involvement in e-learning in supporting the increasingly diverse and sophisticated learning needs of their users, as well as their own learning needs.
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