Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research

Autor/inn/en	Nave, Rachel; Ackerman, Rakefet; Dori, Yehudit Judy
Titel	Medical Community of Inquiry: A Diagnostic Tool for Learning, Assessment, and Research
Quelle	In: Interdisciplinary Journal of e-Skills and Lifelong Learning, 13 (2017), S.1-17 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2084
Schlagwörter	Medical School Faculty; Communities of Practice; Educational Diagnosis; Technology Integration; Faculty Development; Technological Literacy; Pedagogical Content Knowledge; Content Analysis; Data Analysis; Mixed Methods Research; Educational Benefits; Discourse Analysis; Computer Mediated Communication; Medical Education; Experiential Learning; Cohort Analysis; Pretests Posttests; Questionnaires; Prior Learning; Attitude Change + Suchen Sie Ihr Suchwort? Community; Pedagogical diagnostics; Pädagogische Diagnostik; Technisches Wissen; Pädagogische Kompetenz; Inhaltsanalyse; Auswertung; Bildungsertrag; Diskursanalyse; Computerkonferenz; Medizinische Ausbildung; Experiental learning; Erfahrungsorientiertes Lernen; Kohortenanalyse; Fragebogen; Vorkenntnisse; Attitudinal change; Einstellungsänderung
Abstract	Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background: We incorporated online forums for generating a Community of Inquiry (CoI) in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK) model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR). Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method's contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners: The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society: While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improvement and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further improvement. (As Provided).
Anmerkungen	Informing Science Institute. 131 Brookhill Court, Santa Rosa, CA 95409. Tel: 707-531-4925; Fax: 480-247-5724; e-mail: contactus@informingscience.org; Web site: http://www.informingscience.org/Journals/IJELL/Overview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01