An investigation of “agreement” in the context of interprofessional discussion online: A “netiquette” of interprofessional learning?

Abstract

This article suggests that "agreement" is a predominant feature of online discussions amongst undergraduate health and social care professionals, which is an area of concern. The context for the research is an online interprofessional learning pathway completed by ~2,800 students each year. The concept of agreement, how and why it is reached and what it indicates in an online interprofessional group is examined. The underpinning educational rationale for instigating online interprofessional dialogue was the potential to provide a powerful interface for bringing together students across a wide range of professional groups, which is necessary to promote interprofessional learning. Discourse analysis was used to analyze digital texts of interaction in online forums. The discussion forum discourse shows evidence of increased interprofessional knowledge and understanding, as well as capacity for interprofessional dialogue. Discussions were largely characterized by agreement, although some disagreement was evident. These findings support previous research in online dialogue. However, they are interpreted in an interprofessional context as constituting a specific type of "netiquette" in relation to the participants and their identification with professional discourses and to the learning activities that shaped discussions. The research has significance for teachers, researchers, and practitioners involved in promoting interprofessional learning through online discussion forums.

Facilitating critical discourse through “meaningful disagreement” online

“…Research focusing on analyzing online discussion forums as part of an interprofessional learning pathway (IPLP), on which this paper builds, discovered a strong norm -or "netiquette" -toward agreement in online discussions that seemed to fail to optimize IPL (Clouder et al, 2011). These findings reinforce previous research that has shown that as with face-to-face communication (Kuo, 1994), there is a strong norm toward agreement in online settings (Baym, 1996;Guiller & Durndell, 2006).…”

Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students

“…For example, Bournemouth university developed a complicated virtual community with evolving scenarios as triggers for problem based learning activities [ 14 ] but students evaluated the learning activity poorly. Another project educating 2,800 students each year via the use of on-line discussion groups had disappointingly poor results [ 15 ]. Some doubt whether the evidence for the benefits of IPL is sufficient to justify the effort of implementation and diversion of discipline specific resources [ 12 ].…”

The use of information and communications technologies in the delivery of interprofessional education: A review of evaluation outcome levels

“…Only professions that were involved in five or more reviewed studies are presented in Table IV. Carbonaro et al, 2008Chen, Klein, & Minor, 2009Clouder et al, 2011Connor, 2003Djukic et al, 2012Juntunen & Heikkinen, 2004Kinghorn, 2005Kovacich, 1996Luke et al, 2009Lund, Lam, & Parks, 2002Meyer et al, 2005Miers et al, 2007Richardson & Cooper, 2003Robinson, Hills, & Kelly, 2011Santy et al, 2009Schonfield & Spetman, 2007Skorga, 2002Solomon & King, 2010 Asynchronous discussions appeared as a technology-mediated instructional modality for IPE more often than any other in the reviewed studies Most studies reported positive outcomes at the reaction level (1) measured by questionnaires, surveys, focus groups, and interviews. Bendz et al (2001) hosted online discussions with students and learners, concluding that the online course was ''useful and very interesting,'' but that technical difficulties impeded the learning process.…”