Exploring the experiences of the lecturing and learning design teams during a collaborative programme co-design and first year of delivery of the Post-Graduate Diploma in Emergency Care
Abstract
Background. Learning about online learning is becoming increasingly important in higher education. A key aspect of online learning is ensuring the integration of good technology, pedagogy, and content. In 2021, the University of Cape Town (UCT) ’s Division of Emergency Medicine (EM) offered the Post-Graduate Diploma in Emergency Care (PGDip EC) for the first time. The UCT Centre for Innovation in Learning and Teaching (CILT) provided support and guidance for the 18-month online design process. Objectives. This study considered how the EM lecturing team and CILT learning designers experienced the collaborative 18-month process of program design as well as the first year of the program being delivered. Methods. Lecturers and learning designers involved in the program design and first year of the offering were invited to participate in semi-structured interviews. An appointed research assistant conducted seven interviews between December 2022 and April 2023. Interviews took place online and were recorded. The research team used framework-informed thematic content analysis to identify themes and patterns within the data. Results. Six themes were developed: technology including familiarity with technology, new technologies and the need for technological support; transdisciplinary collaboration; student profile; purposeful planning; engagement, which included lecturer engagement and strategies, student participation, workload, scaling up the program and broader impact of the collaboration within the Division and broader. Conclusions. The design and delivery of the program contributed to the professional development of those involved. Both lecturers and learning designers gained new skills which are being applied across other courses and programs at the University. The outcomes of the study may be used to improve other online programs and further digitalisation of healthcare professional education.