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computer-assisted instruction) or the delivery mechanism (e.g. Such nomenclature has led to confusion as to whether e-learning is part of the medium (e.g. The term e-learning has been interchangeably used with the terms web-based learning, online learning or education, computer-assisted or -aided instruction, computer-based instruction, internet-based learning, multimedia learning, technology-enhanced learning and virtual learning. E-learning has been defined as “an educational method that facilitates learning by the application of information technology and communication providing an opportunity for learners to have access to all the required education programmes”. There are different meanings or interpretations of e-learning, but employing the technology to provide online access to learning resources for the improvement of learning is its principal aspect. There is significant scope for better understanding of the issues related to enablers and facilitators associated with e-learning, and developing appropriate policies and initiatives to establish when, how and where they fit best, creating a broader framework for making e-learning effective. This study has identified the factors which impact on e-learning: interaction and collaboration between learners and facilitators considering learners’ motivation and expectations utilising user-friendly technology and putting learners at the centre of pedagogy. The primary evidence base comprises 24 papers, with two broad categories identified, enablers and barriers, under eight separate themes: facilitate learning learning in practice systematic approach to learning integration of e-learning into curricula poor motivation and expectation resource-intensive not suitable for all disciplines or contents, and lack of IT skills. Out of 985 records identified, a total of 162 citations were screened, of which 57 were found to be of relevance to this study.
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Data were extracted and quality appraised using QualSyst tools, and synthesised performing thematic analysis. Following the PRISMA guidelines, both relevant published and unpublished papers were searched. All original articles fulfilling the following criteria were included: (1) e-learning was implemented in health sciences education, and (2) the investigation of the factors – enablers and barriers – about el-HSE related to learning performance or outcomes. MethodsĪ systemic review of articles published on e-learning in health sciences education (el-HSE) was performed in MEDLINE, EMBASE, Allied & Complementary Medicine, DH-DATA, PsycINFO, CINAHL, and Global Health, from 1980 through 2019, using ‘Textword’ and ‘Thesaurus’ search terms. This systematic review aimed to identify and synthesise the factors – enablers and barriers – affecting e-learning in health sciences education (el-HSE) that have been reported in the medical literature.
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Despite growing evidence claiming that e-learning is as effective as traditional means of learning, there is very limited evidence available about what works, and when and how e-learning enhances teaching and learning. It has now become part of the mainstream in education in the health sciences, including medical, dental, public health, nursing, and other allied health professionals. Recently, much attention has been given to e-learning in higher education as it provides better access to learning resources online, utilising technology – regardless of learners’ geographical locations and timescale – to enhance learning.