Co-Designing Multidisciplinary Telehealth Education for Online Learning

Autor/inn/en	Cox, Jennifer L.; Seaman, Claire Ellen; Hyde, Sarah; Freire, Katharine M.; Mansfield, Jacqueline
Titel	Co-Designing Multidisciplinary Telehealth Education for Online Learning
Quelle	In: Health Education, 122 (2022) 2, S.164-179 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cox, Jennifer L.) ORCID (Seaman, Claire Ellen) ORCID (Hyde, Sarah) ORCID (Mansfield, Jacqueline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-4283
DOI	10.1108/HE-10-2020-0098
Schlagwörter	Health Education; Telecommunications; Online Courses; Allied Health Occupations Education; Program Effectiveness; Foreign Countries; Access to Education; Technology Uses in Education; Postsecondary Education; Student Attitudes; Student Characteristics; Australia + Suchen Sie Ihr Suchwort? Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Telekommunikationstechnik; Online course; Online-Kurs; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Post-secondary education; Tertiäre Bildung; Schülerverhalten; Australien
Abstract	Purpose: There are growing expectations that students graduating from health courses and current health professionals have some proficiency in using telehealth. However, there is limited accessibility to multidisciplinary-based material to meet this need. This paper describes the development of an online telehealth education resource using a co-design approach and the strengths and challenges of embedding authentic learning principles in an open-access online course with a broad target audience. Design/methodology/approach: The authors first describe the co-design process of the course and discuss the pedagogy underpinning the course design. Then learner enrolment data is discussed to evidence uptake across key characteristics. Finally, the authors assess the efficacy of the co-design approach by analysing feedback collected from learners at the end of the course. Findings: The course is structured across four modules and comprises interactive content, reflective tasks, case studies and purposefully developed digital material. Responses from the working group and from learner feedback indicate that the course is an authentic and relevant introduction to telehealth practice for both health students and current health professionals, despite some limitations. Originality/value: This case study demonstrates the value of a co-design process and key learning design choices in online course development to meet the educational needs of learners from broad disciplinary backgrounds, in various stages of learning/understanding of telehealth and/or requiring a practice-based resource in the context of a rapidly changing policy environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01