Discovering Co-learning With Students in Distance Education Sites

MacIntosh, Judith; Mackay, Emma E.; Mallet-Boucher, Monique; Wiggins, Nancy

doi:10.1097/00006223-200207000-00012

Cited by 9 publications

(3 citation statements)

References 8 publications

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“…23 However the initial research on distance-based medical education courses echoes the conclusions of the broader literature, finding that the online format allows for the development of awareness and understanding of sensitive communication issues, 24 critical thinking about knowledge and practice, 25,26 and active student involvement in learning relationships. 27 Research conducted in an online nursing ethics course reported that participants found the web-based discussions to be compelling and caused them to experience both cognitive dissonance and reflection on the issues presented. 28 Participants within the nursing ethics course also noted that the time and space inherent in the format allowed them to better and more fully express their thoughts and feelings on the topics than they would have in an in-person setting.…”

Section: Research About Online Educationmentioning

confidence: 99%

Fostering Productive Social Interactions Using Asynchronous Activities

DiPasquale¹,

Hunter²

2022

Thriving Online: A Guide for Busy Educators

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Around the globe, people with HIV/AIDS are increasingly those who are most marginalized within their societies and with least access to health education and prevention efforts. Rising HIV infection rates within underserved populations demonstrate a vital need to critically reflect upon the nature and practice of HIV/AIDS education and prevention. Online learning is increasingly being used as a way of bridging gaps of space and time between health educators/ providers and training resources. While the majority of the literature cites little or no difference in learning outcomes between in-person and online courses, the processes by which students learn in these two teaching mediums are markedly different. It is essential to identify those aspects of online education that promote critical reflection so that they can be incorporated into the best practices of distance learning and used in training future health educators and providers.This study examines discussion forums of online AIDS education courses conducted as part of a graduate level health education program. It explores the nature of critical reflection in online discussion forums, details the ways in which students engage in reflection, and makes recommendations for fostering reflective thinking as part of asynchronous health education training.

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Section: Research About Online Educationmentioning

confidence: 99%

Fostering Productive Social Interactions Using Asynchronous Activities

DiPasquale¹,

Hunter²

2022

Thriving Online: A Guide for Busy Educators

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show abstract

“…Nursing mentors have traditionally helped novices or the less experienced learn about a field of practice and skills necessary for career development. Mentorship programs have shown successful enhancement of professional development via strategies including sharing of knowledge (Thomka 2007;Block et al 2005;Byrne and Keefe 2002), enabling the performance of skills in practice (Prestholdt 1990;Van Eps et al 2006), assisting transitions of novice to specialist (Rosser et al 2004;Di Vito-Thomas 1998;Block et al 2005;Fawcett 2002), and improving access to experts for underrepresented services via long-distance mentoring (MacIntosh et al 2002;Owens et al 1998;Lewellen-Williams et al 2006). Long-distance mentoring is a vital component to any continuing education or training when there is lack of access to experienced clinicians in the actual work environment, as in this emerging field of cancer risk assessment.…”

Section: Mentoringmentioning

confidence: 99%

Mentoring Nurses in Familial Cancer Risk Assessment and Counseling: Lessons Learned From a Formative Evaluation

Masny

Ropka

Peterson

et al. 2008

Journal of Genetic Counseling

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For both groups, there was a statistically significant improvement in self-efficacy for all skills from baseline to 6 months and an increased number of nurses consulting with genetic health professionals. All the nurses reported the value of the mentorship and those with less cancer risk counseling experience prior to the training needed support and resources for further skill and program development. Lessons learned from this formative evaluation are provided.

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“…Student satisfaction with VC and web based learning can be expected to be high (Valents et al, 2001). Future of this technology, particularly in rural professional education is prominent (Du and Simpson, 2002;Lant, 2002;MacIntosh, 2002), however, it is still out of reach in many developing countries where it is most needed (Ekblad, 2004). VC is an enormously useful adjunct to traditional educational delivery modes, and can enable quality education opportunities that would otherwise be prohibitive due to time, travel, and cost constraints (Birden and Page, 2005).…”

Section: Introductionmentioning

confidence: 99%

Attitude: A Determinant of Agricultural Graduates’ Participation in Videoconferencing Technology

Meena¹,

Singh²,

Meena³

et al. 2011

JAS

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The study envisaged to evaluate the attitude of agricultural graduates towards Videoconferencing (VC) technology. Study focused at persuasion stage of adoption process of innovations. A Likert-type-scale was developed, which consisted of 23-items. The scale instrument had four sections, viz., training, distance learning, agricultural communication and extension management. Cronbach's alpha coefficient (α=0.85) of reliability test was measured. Instrument was administered to randomly selected, seventy agricultural graduates of Punjab Agricultural University (PAU), Ludhiana, India during 2006-07 academic years. Attitude survey proved insightful with agricultural students. They had positive attitude in applied areas of VC technology, viz. training, distance learning, agricultural communication and extension management. Significant difference between users and non-users of VC technology was observed. Users had significant positive attitude towards VC technology. An enhanced understanding of attitudes is imperative before effective intervention strategies to moderate attitudes for enhancing acceptance and implementation of VC technology. Including transfer of agricultural innovations, VC can be encouraged in services like training, distance education, extension management, communication, administration, health, education and knowledge sharing. For these, infrastructure available within National Agricultural Research System (NARS), India can be effectively utilized for learning and technical counseling. This study adds value to the body of knowledge in evaluation and theory building from attitude perspective. As standard methodology is lacking to comprehend mindset of agricultural students, it will serve foundation for other future investigations.

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Discovering Co-learning With Students in Distance Education Sites

Cited by 9 publications

References 8 publications

Fostering Productive Social Interactions Using Asynchronous Activities

Fostering Productive Social Interactions Using Asynchronous Activities

Mentoring Nurses in Familial Cancer Risk Assessment and Counseling: Lessons Learned From a Formative Evaluation

Attitude: A Determinant of Agricultural Graduates’ Participation in Videoconferencing Technology

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