Evaluation Phase

Reflective Journal Entry

Interactive E-Learning Module for FMF-UAE: Enhancing Safety, Compliance, and Environmental Stewardship

Session Focus: Final Evaluation Phase on All Three Modules

Insights Gained

I gained several insights from the project. First, the feedback of the participants corroborated the view that the use of set-ups like scenarios, storytelling, demonstrations, etc., via the interactive structure of the e-learning module contributed to increasing participation. Learners also liked the practical part of the training, as the simulations and case studies resembled real issues and dilemmas during hiking in the UAE. The results of the evaluation also emphasize the appropriateness of localized content (Kelly et al., 2022).

Problems Encountered and Solutions Made

We encountered several challenges with a notable difference in the extent of digital literacy in participants. Older members of the learning community had some difficulties in navigating the e-learning platform at first. To this end, further metalearning opportunities were created through orientation sessions and brief how-to handouts that introduced them to the environment prior to their interaction with the substantive modules. The second challenge was that the learners did not participate in formative assessment consistently since they missed some quizzes during self-paced learning. This was countered by the inclusion of required checkpoints in the module, which aligns with Mayer’s (2021), where learners were required to take assessment tests before moving on to the next step. These were done on the first module, but since the interest is less, it was later removed from Module 2 and Module 3 and transitioned to more informal discussions.

Critical Analysis (Reflective Lenses)

The Four Lenses of Reflection by Brookfield was also applicable in enhancing my knowledge of this stage (Knowles et al., 2015). With the autobiographical lens, I realized that my starting premise that digital tools would be accessible to all implies and should have been challenged; rather, I obtained the lesson regarding the range of adaptability. The students' lens, informed by the use of feedback forms, indicated a preference for more practice-related assessments as opposed to pure knowledge checks. The colleagues' lens (information provided by FMF trainers) highlighted the essence of making sure that content is aligned with what the staff has already been given in the field. 

Examination of Situations, Issues, and Influential Factors

The rating found contextual relevance to be the most important factor in getting engaged by the learners. The success of the modules lies in the fact that they were based on the UAE laws, terrain issues, and cultural variables. The level of learner diversity was another decision impact factor: participants included novice hikers, as well as experienced mountaineers, and they had a set of different expectations. This heterogeneity demanded scaffold types, which provided introductory and challenging material development. The possibility of technological access also contributed to this critical decision-making about the delivery of blended learning. 

Exploration of Alternative Views and Explanations

The respondents who approved a more in-depth module admitted that it could also be challenging to squeeze time between work and responsibilities to go through the module. This view prompts one to think of the question of whether microlearning can be used to complement the existing structure in future versions. Another aspect that was discussed is that in-person training sessions should be the course of delivery, with e-learning as secondary. This is even though this is not in line with the blended learning approach that the project focuses on, it implies that there is still the importance of face-to-face mentorship in skills-based subjects like rope work. 

Action Plans

Following the lessons learnt and the pitfalls, the following action steps have been identified. To make it more inclusive, I will create microlearning extensions, say short video recaps or scenario-based modules, that will make it easier for members with limited time to access. Second, I will work to increase language supportability in the platform, then use more understandable language and visual aids. Third, I will work with FMF trainers to incorporate some field-based assessment with their e-learning provision, so that online learning applies to demonstrated competence.