Background: This evaluation study assessed the pedagogical and instructional design (e-pedagogy) effectiveness of online continuing professional education (CPE) courses offered by a large Australian CPE provider. Methods: A naturalistic theory approach and a multilevel evaluation were used to examine the impact of web-based learning on more than 300 healthcare professionals. Participant satisfaction, learning achievement, self-reported practice performance change, and e-pedagogical courseware characteristics were assessed by various qualitative and quantitative data collection methods. Results: Findings revealed that learning online was an effective means for increasing CPE knowledge (p < .05) and improving self-reported practice performance change (p < .05). Courses containing a clinical tool resulted in an increased self-reported practice performance change over courses that did not (Zobs = 3.757). Conclusion: Online CPE offers a convenient format for healthcare professionals from educationally and geographically diverse populations to update their knowledge and view best practice.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Specialist Studies in Education
Research Field:	Educational Technology and Computing
Objective Division:	Education and Training
Objective Group:	Other Education and Training
Objective Field:	Education and Training not elsewhere classified
UTAS Author:	Pullen, DL (Dr Darren Pullen)
ID Code:	40839
Year Published:	2006
Deposited By:	Education
Deposited On:	2006-08-01
Last Modified:	2010-05-06
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