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Hirst  \nEugene Krupa  \nAuthors  \nMarise Pinheiro is a Tutor at the Center for Science, Atha basca University . Correspondence regarding this article can be sent to her at: marise@shaw .ca  \nKaty Campbell is an Associate Dean in the Faculty of Extension, University of Alberta, and the Editor of the Canadian Journal of University Continuing Education ( CJUCE) . She can be reached at: katy .campbell@ualberta .ca  \nSand ra P. Hirst is an Associate Professor in the Faculty of Nursing, University of Calgary . She can be reached at: shirst@ucalgary .ca  \nEugene Krupa is the Coordinator for Curriculum Development and E Learning, at the Centre for Health Promotion Studies, University of Alberta; and Health Promotion / Prevention Consultant, BC Interior Health Authority, Community Action toward  \nChildren's Health, [www.catch.silk.net. He](www.catch.silk.net. He) can be reached [at:](at:gkrupa@silk.net)[gkrupa@silk.net](at:gkrupa@silk.net)  \nAbstract  \nAbstract: In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include individual telephone interviews, journals written by the participants during online courses, and e mails exchanged by the participants and researcher. The principles of qualitative research are integrated into the process of collecting and analyzing the data . Participants identified lack of face to face interaction and overload of work as major challenges to learning online . Increase in confidence and the opportunity to belong to a community of learners were cited as rewards of learning online . In addition, the participants identified preferences for contextual and experiential learning, and for learning environments that foster collaboration. Participants agree that interacting with other classmates, building local support, and developing a mentoring relationship  \nwith instructors are key aspects of a successful learning experience .  \nRé sumé : Dans cette étude, on examine les expé riences de sept femmes professionnelles d u domaine de la santé qui apprennent en ligne et, dans ce contexte, on discute des ré percussions sur la conception des cours en ligne ainsi que sur la recherche future . Parmi les instruments utilis é s pour la cueillette de donné es, on trouve les entrevues individuelles par t éléphone, les journaux tenus par les participantes pendant leur cours en ligne ainsi que les courrie ls é changé s entre les participantes et le chercheur. Les principes de la recherche qualitative sont inté gré s dans le processus de cueillette etd’analyse de donné es . Les participantes ont mentionné que les plus grandsdéfis de l’apprentissage en ligne sont le manque d’interaction en vis à visainsi que la surcharge de travail. L’augmentation de la confiance et l’occasion de faire partie d’une collectivit é d’apprenants sont indiqué scomme des points forts de l’apprentissage en ligne . De plus, les participantes ont i ndiqué préférer l’apprentissage contextuel et expé rientiel ainsi que les milieux d’apprentissage qui favorisent la collaboration. Les participantes conviennent que l’interaction avec d’autres condisciples, le fait de pouvoir compter sur un soutien local et l’élaboration d’une relation dementorat avec les instructeurs sont essentie ls à une expé rienced’apprentissage ré ussie .  \nIntroduction  \nOnline learning is a reality in Canada . In 2001, 57 percent of Canada ’s 134 colleges and universities offered online courses . Combined, these institutions offered almost 3000 online courses, ranging from one to 340 such courses for each institution (Advisory Committee for Online Learning, 2001) . Health professionals constitute a","cbCaidgEUc9qTmhQ","https://ap.wps.com/l/cbCaidgEUc9qTmhQ","pdf",475312,23,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"How many female health professionals participated in the study, and how was data collected?\",\"answer\":\"Seven female health professionals participated. Data collection used individual telephone interviews, participant journals from the online courses, and emails exchanged between participants and the researcher.\"},{\"question\":\"What major challenges to learning online did participants report?\",\"answer\":\"Participants identified lack of face-to-face interaction and overload of work as major challenges for learning online.\"},{\"question\":\"What benefits and learning-environment preferences did participants describe?\",\"answer\":\"Participants reported increased confidence and the opportunity to belong to a community of learners. They also preferred contextual and experiential learning and learning environments that foster collaboration, including interaction with classmates and local support.\"}]","Canadian Journal of Learning and Technology - Volume 32 - Winter/hiver 2006 - Creating appropriate online learning environments for female health professionals | PDF",1792085438,58]