|
Derginin Adı:
|
The Turkish Online Journal of Distance Education
|
|
Cilt:
|
2005/6
|
|
Sayı:
|
1
|
|
Makale Başlık:
|
Partners with Clinical Practice: Evaluating the Student and Staff Experiences of On-line Continuing Professional Development for Qualified Nephrology Practitioners
|
|
Makale Alternatif Dilde Başlık:
|
Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
|
|
Makale Eklenme Tarihi:
|
19.04.2015
|
|
Okunma Sayısı:
|
1
|
|
Makale Özeti:
|
The inclusion of online learning technologies into the higher education (HE) curriculum is frequently associated with the design and development of new models of learning. One could argue that e-learning even demands a reconfiguration of traditional methods of learning and teaching. However, this transformation in pedagogic methodology does not just impact on lecturers and teachers alone. Online learning has ‘pervasive impacts and changes in other HE functions’ (HEFCE, p.2). Thus, e-learning is a transformational process that posits new challenges for staff and students, both in educational methods and support. Many political, clinical, financial and social influences impact on registered health professionals’ ability to continue their professional development. This is particularly pertinent in the delivery of nephrology care. In order to evaluate the programme that has now run for 2 years in the context of this institution, evaluative research methodology sought to explore the experiences of the staff and students involved. Qualitative data was collected from the students and a reflective framework was used to form the basis of a focus group for the staff. This paper will present how a virtual learning environment (VLE) was developed utilising the pedagogic framework of solution-focused learning. It will demonstrate evaluation of the students’ experiences compared to their traditional classroom-learning counterparts, and highlight the reflections of staff developers as they moved into new roles and developed different aspects of their present roles within a traditional HE context.
|
|
Alternatif Dilde Özet:
|
Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
|