Is e-learning effective in healthcare education?

From phenomenology to discourse analysis.

Tim Goodchild2nd Year PD Healthcare Education

PhenomenologyHow do lecturers make sense of this experience of teaching the caring professions in a hi-tech environment?

1) A critical approach to taken for granted knowledge.

2) Our views of, and knowledge about, the world are the products of historically situated interchanges.

3) Knowledge is created through social interaction in which we construct common truths and compete about what is true and false.

4) The social construction of knowledge and truth has social consequences.

(Gergen 1985: Jorgensen and Phillips, 2002)

Encountered Discourse Analysis

• “technologies to provide more flexible opportunities…”• “harness the latest technology”• “modern approach to learning”• “innovative technologies to enhance”• “enhancements on the student learning experience”• “enhance your teaching….”• “its really easy…”• “enhance current assessment…”• “make more time…”• “Harnessing the power…”• “technology for learning”• “enhance your teaching through technology”• “infuse technology”• “back to basics” (with technology)• “enhance your teaching and learning”• “Follow us…” “power search”

The lecturer able to emerge with new ways of seeing. No longer swept along in the

norm, the fast currents, but rather able to observe, describe, evaluate and critique.

• Focus of the study: • the wielding of power.

• the sustenance and development of practices.

• how meaning and order are constructed.

• purpose is both explanatory and critical.

• Understand the phenomena via logics of explanation:

• Social logics characterize a practice.

• Political logics concerned with power and the emergence and transformation of social practices.

• Fantasmatic logics focus on the fantasy, “the construction of a narrative of a fullness-to-come”.

Is e-learning effective in healthcare education?

Engage with “discourses” via interview and “documents”.

Tim Goodchild

t.goodchild@ucs.ac.uk