Since there was no point of discrepancy or conflict in the Learner Autonomy qualitative questions, the researchers were advised to perform piloting process very roughly as described above.
Qualitative learner feedback on desired improvements centers mostly on the general quality of the module rather than any specific component of the content or website function.
The methodological contribution is that the combination of learner trace data and qualitative information provide insight into how students engage in flipped classrooms.
Learner satisfaction was determined by an anonymous, quantitative assessment of each learner for each completed module on accomplishment of learning objectives, organization of the module and satisfaction with the learning experience, as well as by a qualitative analysis of learners' comments to provide more detailed understanding of the learners' experiences.
Such tools can benefit from complementary qualitative data from learners' reflections and the nominal group technique to obtain richer and deeper understanding of how learners acquired research skills.
The methods used in this research to investigate the needs of the learners were both quantitative and qualitative.
Using qualitative feedback from learners as a needs assessment to guide curricular revision and website design is associated with greater learner satisfaction and larger gains in knowledge.
Website capability to gather qualitative feedback from learners was added in the 2005/06 academic year, and was a mandatory component of module completion.
Learner satisfaction was determined by; a quantitative assessment of each learner for each completed module on accomplishment of learning objectives, organization of the module, and satisfaction with the learning experience, and by qualitative analysis of learners' comments illustrating a more detailed understanding of the their experiences.
Qualitative research with learners at different stages of their education and early career and educators may help explore which factors are relevant today in the field of interprofessional learning and education.
However, we believe the richness of the qualitative data from learners who have real experiences and understand their preferences makes the findings of this research particularly important, especially in light of the scale-up of education and service provision through the ISHP.
