{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/122047"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/122047","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"In-service healthcare providers’ perceptions of e-learning enablers and barriers in continuing professional education during COVID-19 pandemic: A qualitative case study of online CPE platform in Ukraine","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","abstract_has_math":false,"creators":["Shapoval, Ganna (Anna)"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Witt, Mary Allison","Huang, Wenhao David","Goodnight, Melissa Rae","Oh, Eunjung Grace"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12","date_published":"2023-12","updated_at":"2026-07-22T22:25:00Z","subjects":["E-learning","Ukraine","Continuing Professional Education (cpe)","Public Health","Covid-19","Qualitative Case Study","Enablers And Barriers To E-learning."],"languages":["en","eng"],"rights":["Copyright 2023 Ganna (Anna) Shapoval"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/122047","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Witt, Mary Allison","Huang, Wenhao David","Goodnight, Melissa Rae","Oh, Eunjung Grace"]},{"key":"dc:creator","label":"Author","values":["Shapoval, Ganna (Anna)"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2023-12","2023-12-01"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["E-learning","Ukraine","Continuing Professional Education (cpe)","Public Health","Covid-19","Qualitative Case Study","Enablers And Barriers To E-learning."]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2023 Ganna (Anna) Shapoval"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/122047"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","The student, Ganna (Anna) Shapoval, accepted the attached license on 2023-12-01 at 03:50.","The student, Ganna (Anna) Shapoval, submitted this Dissertation for approval on 2023-12-01 at 04:00.","This Dissertation was approved for publication on 2023-12-01 at 07:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20100 on 2024-03-01 at 13:15:20","The evident expansion of e-learning products and systems worldwide reflects a recent tendency and possibly long-term implication on the development of the education field, while the application of these solutions in continuing professional education (CPE) of medical personnel is not well-documented. The objective of this research is to explore the perspectives of in-service healthcare providers on the enablers and barriers that influenced their e-learning in the CPE during the COVID-19 pandemic in Ukraine, which was also impacted by the invasion of Ukraine by the Russian Federation. Ukraine constitutes a unique low- or middle-income country (LMIC) setting for a case study because the Ukrainian state currently addresses not only the complex effects of the COVID-19 pandemic but also the existential and military threats posed by the large-scale attack of the Russian Federation on the sovereign country of Ukraine since February 2022. This exploratory single-case study focused on the perceptions, personal experiences, views, and beliefs of adult learners, who were in-service healthcare providers, collected during in-depth interviews regarding the use of the e-learning system for their CPE through a prism of qualitative research methodology. The results of the study indicated that the cost-effectiveness, versatility, and accessibility of online courses were the enabling factors for e-learning use by healthcare practitioners, though the lack of time due to excessive workload, inability to interact with peer learners and instructors, or insufficient technical knowledge for navigating the e-learning platform were the barriers to such practice. This study ultimately develops a unique perspective on e-learning use by adult learners during the pandemic and large-scale military confrontation in Ukraine, suggesting research and practice implications for further improvement of e-learning solutions through additional technical orientation, digital literacy skill training, and technical support for learners; improved education program design; and further prevention of common sense of detachment and isolation among e-learners that could be achieved by multiple means."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["In-service healthcare providers’ perceptions of e-learning enablers and barriers in continuing professional education during COVID-19 pandemic: A qualitative case study of online CPE platform in Ukraine"]}]}],"canonical_facts":{"dc:contributor":["Witt, Mary Allison","Huang, Wenhao David","Goodnight, Melissa Rae","Oh, Eunjung Grace"],"dc:creator":["Shapoval, Ganna (Anna)"],"dc:date":["2023-12","2023-12-01"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-03-01 without embargo terms","The student, Ganna (Anna) Shapoval, accepted the attached license on 2023-12-01 at 03:50.","The student, Ganna (Anna) Shapoval, submitted this Dissertation for approval on 2023-12-01 at 04:00.","This Dissertation was approved for publication on 2023-12-01 at 07:24.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20100 on 2024-03-01 at 13:15:20","The evident expansion of e-learning products and systems worldwide reflects a recent tendency and possibly long-term implication on the development of the education field, while the application of these solutions in continuing professional education (CPE) of medical personnel is not well-documented. The objective of this research is to explore the perspectives of in-service healthcare providers on the enablers and barriers that influenced their e-learning in the CPE during the COVID-19 pandemic in Ukraine, which was also impacted by the invasion of Ukraine by the Russian Federation. Ukraine constitutes a unique low- or middle-income country (LMIC) setting for a case study because the Ukrainian state currently addresses not only the complex effects of the COVID-19 pandemic but also the existential and military threats posed by the large-scale attack of the Russian Federation on the sovereign country of Ukraine since February 2022. This exploratory single-case study focused on the perceptions, personal experiences, views, and beliefs of adult learners, who were in-service healthcare providers, collected during in-depth interviews regarding the use of the e-learning system for their CPE through a prism of qualitative research methodology. The results of the study indicated that the cost-effectiveness, versatility, and accessibility of online courses were the enabling factors for e-learning use by healthcare practitioners, though the lack of time due to excessive workload, inability to interact with peer learners and instructors, or insufficient technical knowledge for navigating the e-learning platform were the barriers to such practice. This study ultimately develops a unique perspective on e-learning use by adult learners during the pandemic and large-scale military confrontation in Ukraine, suggesting research and practice implications for further improvement of e-learning solutions through additional technical orientation, digital literacy skill training, and technical support for learners; improved education program design; and further prevention of common sense of detachment and isolation among e-learners that could be achieved by multiple means."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/122047"],"dc:language":["en","eng"],"dc:rights":["Copyright 2023 Ganna (Anna) Shapoval"],"dc:subject":["E-learning","Ukraine","Continuing Professional Education (cpe)","Public Health","Covid-19","Qualitative Case Study","Enablers And Barriers To E-learning."],"dc:title":["In-service healthcare providers’ perceptions of e-learning enablers and barriers in continuing professional education during COVID-19 pandemic: A qualitative case study of online CPE platform in Ukraine"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}