Authentic Learning with Technology for Professional Development in Vaccine Management

Autor/inn/en	Teräs, Hanna; Kartoglu, Ümit
Titel	Authentic Learning with Technology for Professional Development in Vaccine Management
Quelle	In: Australasian Journal of Educational Technology, 34 (2018) 3, S.15-29 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Professional Development; Immunization Programs; Content Analysis; Case Studies; Learning Experience; Educational Technology; Online Courses; Teaching Methods; Instructional Design; Active Learning; Cognitive Processes; Usability; Course Descriptions; International Organizations; Mentors; Computer Simulation; Diaries; Computer Mediated Communication; Video Technology; Electronic Publishing + Suchen Sie Ihr Suchwort? Immunisierung; Inhaltsanalyse; Case study; Fallstudie; Case Study; Lernerfahrung; Unterrichtsmedien; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Cognitive process; Kognitiver Prozess; Kursstrukturplan; International organisation; International organisations; International organization; Internationale Organisation; Computergrafik; Computersimulation; Diary; Tagebuch; Computerkonferenz; Elektronisches Publizieren
Abstract	Online professional development (OPD) is gaining increasing popularity. However, online learning environments are not always considered effective venues for supporting authentic learning experiences, and the suitability of OPD for practical learning has not been widely explored. This case study paper presents findings of a pilot implementation of an OPD program in vaccine management designed according to the pedagogical principles of authentic learning, using a range of educational technologies as cognitive tools. The study examines how the authentic learning design and the technologies used affect the participants' learning experience, experience of authenticity and the perceived impact of the course on professional learning. Data was collected through observations, an online postcourse survey and interviews with the participants. A thematic content analysis was conducted. The findings suggest the pedagogical framework of authentic e-learning provides useful guidelines for the design of fully online, yet active and practice-driven, professional development that is also perceived as authentic by the participants. Using online education technologies as cognitive tools can support the creation of an authentic learning environment where practical, transferable professional skills can be acquired. Achieving this requires careful consideration of accessibility and usability issues and ensuring that the technologies used serve an authentic purpose. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01