Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

Abstract

Background: There is an increasing important role for asynchronous text-based computer mediated conferencing as apedagogic tool in interprofessional learning for nurses in higher education. Available research studies on asynchronoustext-based interprofessional learning at post-registration level based on either users’ perspectives or the conferencecommunication provided useful information on students’ learning experience. This paper first discusses the theoreticalassumptions of asynchronous text-based interprofessional learning. The purpose is to highlight the way student onlinelearning experience might be created. Based on this knowledge, the paper goes on to describe and discuss the researchmethodologies and methods, with less emphasis on the kind of results that have been obtained in the field of study aboutasynchronous text-based interprofessional online learning within nursing education at post-registration level. Methods: The literature search focuses on papers which investigate student perspectives on the experience oneffectiveness of asynchronous text-based interprofessional online learning. Criteria for inclusion were papers about the useof computer mediated conferencing at post-registration level for interprofessional online learning by nurses and healthcareprofessionals allied to health. Results: Reviewing the body of research about student perspectives on post-registration students’ experience withinterprofessional online learning revealed that asynchronous text-based conferencing at post-registration healthcareprogrammes which involved nurses had received insufficient research attention in nurse, health and social educationresearch literature. Only seven papers were available for review. In addition, the research methods and approachesemployed have not been consistent with the pedagogic principles and ideas associated with principles of collaborativelearning through communication based on constructivism. Conclusion: Research studies to inform strategies for asynchronous text-based interprofessional online learning in postregistrationnurse education might be limiting. There is a need for more research, especially those which commensuratewith the constructivist approach in learning. Certainly, research using discourse analysis which focuses on the discursiveaspect and communication needs to be conducted to evaluate asynchronous text-based interprofessional online learning.