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Learning While in Work: Exploring Influences on Engagement and Achievement in Veterinary Professionals Studying Remotely

Davis, R; Fox, K; Armitage-Chan, E

Authors

R Davis

K Fox

E Armitage-Chan



Abstract

Remote learning provides flexible opportunities for veterinarians and veterinary technicians to undertake professional development qualifications alongside their work. Although this offers advantages in accessing courses that may otherwise not be available, online provision may not suit all learners equally. Using thematic analysis of semi-structured interviews with a group of veterinary educators (faculty, veterinarians, and veterinary nurses/technicians), this study explored their engagement and learning outcome achievements from a post-graduate certificate in veterinary education. Participants were highly motivated to engage, but their engagement was compromised when they had low levels of professional autonomy (particularly in scheduling study time and opportunities to put learning outcomes into practice). Some participants also found engagement more challenging when they experienced academic uncertainty or a reduction in social learning opportunities. A lot of the learning occurred in the participants applying taught content to practice, and therefore the education interface extended to the workplace. Educators teaching similar students using an online-only format should thus recognize the learners' workplaces as an important part of the learning environment and find ways to help them learn in that context. Learner engagement is also supported by interventions to foster social connections, scaffolded strategies for self-direction, and helping them to balance achievement against wellbeing goals.

Citation

Davis, R., Fox, K., & Armitage-Chan, E. (2024). Learning While in Work: Exploring Influences on Engagement and Achievement in Veterinary Professionals Studying Remotely. Journal of Veterinary Medical Education, https://doi.org/10.3138/jvme-2023-0169

Journal Article Type Article
Acceptance Date Feb 6, 2024
Online Publication Date Mar 7, 2024
Publication Date 2024
Deposit Date Mar 26, 2024
Print ISSN 0748-321X
Publisher University of Toronto Press
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.3138/jvme-2023-0169
Keywords student engagement; student outcomes; online education; wellbeing; adult learners; post-graduate learning; workplace learning; STUDENT ENGAGEMENT; ONLINE; EDUCATION