Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps and Future Directions

Costello, Ellen; Corcoran, Mary; Barnett, Jacqueline S.; Birkmeier, Marisa; Cohn, Rhea; Ekmekci, Ozgur; Falk, Nancy L.; Harrod, Thomas; Herrmann, Debra; Robinson, Sean; Walker, Bryan

doi:10.24059/olj.v18i4.512

Cited by 48 publications

(36 citation statements)

References 49 publications

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“…Most of the literature addressing how educators are prepared for teaching in blended and online learning environments is from primary and secondary education settings (Luo, Hibbard, Franklin, & Moore, 2017;Shepherd, Bolliger, Dousay, & Persichitte, 2016). Research has shown that teaching in blended and online learning environments requires different pedagogical approaches (theories, methods, and activities) than teaching face-to-face (Dereshiwsky, 2013;Sadera, O'Neil, & Gould, 2014) and is often more challenging (Allen & Seaman, 2013;Costello et al, 2014;Swan et al, 2008). Challenges to teaching from a distance are often related to the absence of nonverbal methods of communication, such as facial expressions and voice inflections (Rovai & Jordan, 2004).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

Gurley

2018

OLJ

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Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning outcomes, yet previous research has focused on student perceptions of teaching presence. Therefore, the purpose of this mixed methods convergent parallel study was to explore educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. The study was designed to examine the differences in educators’ perceived teaching presence and preparation to teach in blended and online learning environments. An adapted Community of Inquiry Survey Instrument was used to measure faculty perceptions of teaching presence. Results indicated a statistically significant difference between perceived teaching presence of facilitation for faculty that completed certification courses in preparation to teach in blended and online learning environments, as compared to faculty that only received on-the-job training. Qualitative responses to corresponding interview questions supported the findings. The findings of this study provide information to university educators and administrators supporting the importance of faculty preparation specific to teaching in blended and online learning environments.

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Section: Review Of Related Literaturementioning

confidence: 99%

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

Gurley

2018

OLJ

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“…Instructors across disciplines have integrated a variety of Web 2.0 tools to add interactivity to online courses and/or to supplement face-to-face lectures. [24][25][26][27][28][29] This study focused on a Web 2.0 tool called Voicethread, a cloud-based multimedia presentation tool. It allows instructors to create presentations using Dental Education Association (ADEA) Survey of Dental School Seniors.…”

Section: Online Learning and Web 20 Technologymentioning

confidence: 99%

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Zheng¹,

Bender²,

Reid³

et al. 2017

Journal of Dental Education

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At many dental schools, evidence-based dentistry (EBD) is taught in a traditional lecture format. To avoid the constraints of lectures, in 2012 the EBD unit was redesigned for online delivery at the Arthur A. Dugoni School of Dentistry at the University of the Pacific with a Web 2.0 tool called Voicethread. The aim of this study was to assess the impact of Voicethread-based online learning on students' perceptions of learning EBD, their participation and engagement, and their acceptance of this new online delivery approach. Students' perceptions were collected from two sources: a self-assessment quiz and a question on their self-reported preparedness in EBD from the 2014 American Dental Education Association (ADEA) Survey of Dental School Seniors. The Voicethread analytics tool provided data on students' participation and engagement. Students' responses to the survey questions on the self-assessment quiz provided data on their acceptance of Voicethread-based learning. The average score of the 124 students (91% of total) taking the quiz was 7.3 out of 8. The percentage of students who reported in the 2014 ADEA survey that they were "well prepared" in EBD was 45.2%, compared with the national average of 31.2%. Responses to this question for the Classes of 2013 and 2015, who received instruction in the traditional lecture format, were 35.2% and 34.6%, respectively. With Voicethread, students actively participated and interacted with their peers through questions and answers. They perceived Voicethread to be more effective than other delivery approaches and reported that it made learning more active and engaging. These findings suggest that Voicethread may be an effective tool for students to learn EBD since it adds interactivity to online learning.

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“…Complex online virtual simulation (OVS) learning experiences increase student knowledge and exposure and engagement with the diagnostic reasoning process; yet, there is little evidence of the effectiveness of this technology for teaching and learning diagnostic reasoning (Costello et al, 2014;Tichon, 2012). The purpose of this scoping review was to examine the use of OVS in health care education, identify the technologies used, and evaluate the effectiveness of OVS in teaching diagnostic reasoning.…”

mentioning

confidence: 99%

Online Virtual Simulation and Diagnostic Reasoning: A Scoping Review

Duff

Miller

Bruce

2016

Clinical Simulation in Nursing

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Information and Communication Technology to Facilitate Learning for Students in the Health Professions: Current Uses, Gaps and Future Directions

Cited by 48 publications

References 49 publications

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

An Interactive Online Approach to Teaching Evidence‐Based Dentistry with Web 2.0 Technology

Online Virtual Simulation and Diagnostic Reasoning: A Scoping Review

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