Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice

Autor/inn/en	Sargeant, Joan; Curran, Vernon; Allen, Michael; Jarvis-Selinger, Sandra; Ho, Kendall
Titel	Facilitating Interpersonal Interaction and Learning Online: Linking Theory and Practice
Quelle	In: Journal of Continuing Education in the Health Professions, 26 (2006) 2, S.128-136 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-1912
DOI	10.1002/chp.61
Schlagwörter	Teaching Methods; Physicians; Focus Groups; Social Cognition; Interpersonal Competence; Learning Theories; Role Perception; Tutoring; Qualitative Research; Research Methodology; Computer Assisted Instruction; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Physician; Doctor; Arzt; Soziale Kognition; Interpersonale Kompetenz; Learning theory; Lerntheorie; Role conception; Rollenverständnis; Förderkonzept; Nachhilfeunterricht; Qualitative Forschung; Research method; Forschungsmethode; Computer based training; Computerunterstützter Unterricht; Theorie-Praxis-Beziehung
Abstract	Introduction: An earlier study of physicians' perceptions of interactive online learning showed that these were shaped both by program design and quality and the quality and quantity of interpersonal interaction. We explore instructor roles in enhancing online learning through interpersonal interaction and the learning theories that inform these. Methods: This was a qualitative study using focus groups and interviews. Using purposive sampling, 50 physicians were recruited based on their experience with interactive online CME and face-to-face CME. Qualitative thematic and interpretive analysis was used. Results: Two facilitation roles appeared key: creating a comfortable learning environment and enhancing the educational value of electronic discussions. Comfort developed gradually, and specific interventions like facilitating introductions and sharing experiences in a friendly, informative manner were helpful. As in facilitating effective small-group learning, instructors' thoughtful use of techniques that facilitated constructive interaction based on learner's needs and practice demands contributed to the educational value of interpersonal interactions. Discussion: Facilitators require enhanced skills to engage learners in meaningful interaction and to overcome the transactional distance of online learning. The use of learning theories, including behavioral, cognitive, social, humanistic, and constructivist, can strengthen the educational design and facilitation of online programs. Preparation for online facilitation should include instruction in the roles and techniques required and the theories that inform them. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10