Start Date
11-12-2016 12:00 AM
Description
Healthcare professionals are characterized compared to other professionals through their continuous need of training due to constantly implementing complex technologies, which have a direct impact on patients’ well-being. In this context blended learning has been already successfully used. Nevertheless, less is known regarding the appropriateness of blended learning over the phases of healthcare technology. Therefore, we conducted a semi-structured, explorative survey, using a mixed method research design and interviewed 16 healthcare professionals of three Chinese hospitals. We focus in our survey on the appropriateness of traditional and online learning methods across different phases of technology use. Based on our results we conclude three propositions regarding blended learning. The propositions indicate that the appropriateness of traditional and online learning methods differs according to the phases of technology use, the healthcare professionals’ user role and the complexity of the healthcare technology used.
Recommended Citation
Renner, Diana; Laumer, Sven; and Weitzel, Tim, "The Appropriateness of Blended Learning across the Phases of Technology Use" (2016). ICIS 2016 Proceedings. 5.
https://aisel.aisnet.org/icis2016/ISHealthcare/Presentations/5
The Appropriateness of Blended Learning across the Phases of Technology Use
Healthcare professionals are characterized compared to other professionals through their continuous need of training due to constantly implementing complex technologies, which have a direct impact on patients’ well-being. In this context blended learning has been already successfully used. Nevertheless, less is known regarding the appropriateness of blended learning over the phases of healthcare technology. Therefore, we conducted a semi-structured, explorative survey, using a mixed method research design and interviewed 16 healthcare professionals of three Chinese hospitals. We focus in our survey on the appropriateness of traditional and online learning methods across different phases of technology use. Based on our results we conclude three propositions regarding blended learning. The propositions indicate that the appropriateness of traditional and online learning methods differs according to the phases of technology use, the healthcare professionals’ user role and the complexity of the healthcare technology used.