An exploration of teaching presence in online interprofessional education facilitation

Abstract

This study provides an initial insight into the key elements of online asynchronous IPE facilitation. Further research is required to continue to illuminate the complexity of online asynchronous IPE facilitation.

Online interprofessional education facilitation: A scoping review

“…A particular methodological strength of some of the studies in this review is that they gathered data on the facilitators' practices -their actual online teaching contributions/interactions with learners (Becker & Godwin 2005;Evans et al 2017;Kroph et al 2015;Waterston 2011) -rather than self-report data which would provide only a perception of practice. As such, these studies offer a preliminary robust insight into the actual nature of IPE facilitators' online actions.…”

“…The most common focus of the included papers was on the facilitators' contributions to online asynchronous team discussions (Becker & The facilitators' contributions were described in various ways. In some cases they were supported by a range of frameworks or models, such as the Community of Inquiry (COI) Framework (Evans et al 2017;Waterston 2011), or Cooperative Learning (Waterston 2011.…”

“… Encouraging, acknowledging and/or reinforcing past student input (Becker & Godwin 2005;Evans et al 2017;Waterston 2011)  Encouraging students to participate (Evans et al 2017;Waterston 2011)  Highlighting similar experiences (Kroph et al 2015)  Adding depth to feedback (Kroph et al 2015).…”

“…Specific methods to add this knowledge/content included: Again, these specific techniques were able to be grouped into broader categories by some authors, being collectively labelled as "augmenting posts" (Kroph et al 2015, p 378) or "direct instruction" (Evans et al 2017, p 776;Waterston 2011, p 276). As well as trying to instigate further discussion and adding knowledge/content, the facilitators in some studies also frequently reminded students about learning activities and assessment, and provided feedback (Evans et al 2017;Becker & Godwin 2005).…”

“…Providing professional expertise/content or reflections on their own experiences (Becker & Godwin 2005; Evans et al 2017; Kroph et al 2015; Waterston 2011)  Presenting specific questions for consideration and to promote reflection (Becker & Godwin 2005; Evans et al 2017; Kroph et al 2015; Solomon & King 2010; Waterston 2011) Summarising the content(Evans et al 2017;Solomon & King 2010) with a particular focus on modelling interprofessional work(Solomon & King 2010).…”