E-learning in a new era: enablers and barriers to its implementation in nursing

E-learning can be defined as delivering training using technology, such as virtual learning environments (VLEs), the internet, social media or mobile applications (Ruggeri et al, 2013). E-learning can also be split into two distinctive categories in terms of how it is delivered and the role of the student and/or facilitator. Synchronous learning is facilitated by a teacher, is usually scheduled and takes place in real time. The technology used serves as an additional resource to the teacher, as opposed to replacing the facilitator, and learners can interact with one another (Shahabadi and Uplance, 2015). An example of this would be using teleconferencing to conduct a lesson, which is commonplace in the ongoing lockdown due to the COVID-19 pandemic. On the other hand, asynchronous learning is more flexible, as it can be completed at any time or place convenient to the student. It also relies on the student being adequately motivated to self-study (Hratinski, 2008). An example of this would be a mandatory online course about adult safeguarding. However, when conducting a systematic review around e-learning for health professionals, Vaona et al (2018) found that there is no standardised definition for e-learning at present. Since e-learning is often used to describe a range of methods using technology to educate people (Regmi and Jones, 2020), Sangrà et al (2012) suggested that no one definition can truly capture what e-learning is, since it is a term used in so many different professions and contexts.