Barriers and motivators for e-learning in everyday routine -
how to keep progressing

a 2008

Barriers and motivators for e-learning in everyday routine - how to keep progressing

DUŠEK, Ladislav, Stanislav ŠTÍPEK and Daniel SCHWARZ

Basic information

Original name

Barriers and motivators for e-learning in everyday routine - how to keep progressing

Name in Czech

Bariéry a motivace pro rutinní e-learning - jak se stále zlepšovat

Authors

DUŠEK, Ladislav, Stanislav ŠTÍPEK and Daniel SCHWARZ

Edition

AMEE 2008, 2008

Other information

Language

English

Type of outcome

Konferenční abstrakt

Field of Study

50300 5.3 Education

Country of publisher

Czech Republic

Confidentiality degree

není předmětem státního či obchodního tajemství

Organization unit

Institute of Biostatistics and Analyses

Keywords in English

e-learning

Abstract

ORIG CZ

V originále

Development of e-learning tools is a current challenge of teaching at any level. Using the example of a growing community of all Czech and Slovak medical faculties (network MEFANET: www.mefanet.cz) we can document clear added value of such collaboration: wide accessibility of learning objects, fast progress in individual projects, standardization of outcomes. Our experience however is that even a very modern technological background and progressive central management are not enough to maintain activity of all points in the network. Individual faculties typically have a different spectrum of study programs with differentiated priorities and not all aspects can be easily supported from just one dominating centre operating with some type of learning objects repository. In order to reach a collaborating environment, educational networks should also ensure some type of distribution and implementation pathways, accessible for each at least passively participating school. It refers to standardization of local educational portals and gates. The second barrier that can stop any centrally driven innovation is the resistance of teachers and lack of time capacity and/or human resources. A successful network must therefore create some added value that makes e-learning tools lucrative. That is why the MEFANET network visibly supports e-learning or multimedia tools of some scientific value (atlases, comprehensive electronic textbooks) that is stimulating for leading experts in study programs. Although it is not the core aim of the community, many potential authors can be attracted through such type of outcomes and subsequently they come into contact with standard e-learning or are willing to support it in their departments. The MEFANET network develops standards that allow transparent assessment of the outcomes by a broad scientific community. It gives to e-learning a visible position that finally stimulates the required feedback from participating teachers or teams.

In Czech

Vývoj e-learningových nástrojů je současnou výzvou pro učitele na jakékoli úrovni. Za použití příkladu rostoucí komunity všech českých a slovenských lékařských fakult můžeme dokumentovat přidanou hodnotu takovéto spolupráce.

Citovat

DUŠEK, Ladislav, Stanislav ŠTÍPEK and Daniel SCHWARZ. Barriers and motivators for e-learning in everyday routine - how to keep progressing. In AMEE 2008. 2008.

@proceedings{776882,
   author = {Dušek, Ladislav and Štípek, Stanislav and Schwarz, Daniel},
   booktitle = {AMEE 2008},
   keywords = {e-learning},
   language = {eng},
   title = {Barriers and motivators for e-learning in everyday routine - how to keep progressing},
   year = {2008}
}

TY  - CONF
ID  - 776882
AU  - Dušek, Ladislav - Štípek, Stanislav - Schwarz, Daniel
PY  - 2008
TI  - Barriers and motivators for e-learning in everyday routine - how to keep progressing
KW  - e-learning
N2  - Development of e-learning tools is a current challenge of teaching at any level. Using the example of a growing community of all Czech and Slovak medical faculties (network MEFANET: www.mefanet.cz) we can document clear added value of such collaboration: wide accessibility of learning objects, fast progress in individual projects, standardization of outcomes. Our experience however is that even a very modern technological background and progressive central management are not enough to maintain activity of all points in the network. Individual faculties typically have a different spectrum of study programs with differentiated priorities and not all aspects can be easily supported from just one dominating centre operating with some type of learning objects repository. In order to reach a collaborating environment, educational networks should also ensure some type of distribution and implementation pathways, accessible for each at least passively participating school. It refers to standardization of local educational portals and gates. The second barrier that can stop any centrally driven innovation is the resistance of teachers and lack of time capacity and/or human resources. A successful network must therefore create some added value that makes e-learning tools lucrative. That is why the MEFANET network visibly supports e-learning or multimedia tools of some scientific value (atlases, comprehensive electronic textbooks) that is stimulating for leading experts in study programs. Although it is not the core aim of the community, many potential authors can be attracted through such type of outcomes and subsequently they come into contact with standard e-learning or are willing to support it in their departments. The MEFANET network develops standards that allow transparent assessment of the outcomes by a broad scientific community. It gives to e-learning a visible position that finally stimulates the required feedback from participating teachers or teams.
ER  -

DUŠEK, Ladislav, Stanislav ŠTÍPEK and Daniel SCHWARZ. Barriers and motivators for e-learning in everyday routine - how to keep progressing. In \textit{AMEE 2008}. 2008.

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