| Items |
Themes |
Interpretation |
| Feeling of importance |
Motivation to start |
Motivation |
| Rewarding |
| Defining the kind of e-learning |
| Adding levels of learning |
| Formulating learning objectives |
| Visualizing learning goals |
| Lack of anytime, anywhere availability |
Barriers to starting |
| Not convinced of the quality |
| No added value |
| Forced to start |
| Not taken seriously |
| Offering support |
Learning enhancers |
Learning |
| Horizontal communication |
| Vertical communication |
| Personalizing |
| Problem-based learning |
| Summarizing |
| Repeating in different formats |
| Providing feedback |
| Using learning activities |
| Activating and stimulating |
| Offer knowledge overview |
| Too long |
Learning discouragers |
| Too distracting |
| Lacking user-friendliness |
| No navigation overview |
| Stressing learners |
| Content not adapted |
| Translating to the real world |
Real-world translators |
Applying |
| Using real-world examples |
| Updating and maintaining |
| Knowing your target audience |
| Creating a development team |
Preparation |
| Planning a feasible budget |
Int J Med Educ. 2017; 8:153-162; doi: 10.5116/ijme.58ce.60aa