Leveraging Learning Technologies for Collaborative Writing in an Online Pharmacotherapy Course

Autor/inn/en	Pittenger, Amy L.; Olson-Kellogg, Becky
Titel	Leveraging Learning Technologies for Collaborative Writing in an Online Pharmacotherapy Course
Quelle	In: Distance Education, 33 (2012) 1, S.61-80 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2012.667960
Schlagwörter	Evidence; Educational Strategies; Collaborative Writing; Writing Skills; Physical Therapy; Allied Health Occupations Education; Pharmacy; Doctoral Programs; Case Method (Teaching Technique); Vignettes; College Curriculum; Course Evaluation; Professional Identity; Student Projects; Educational Technology; Distance Education; Web Based Instruction; College Students; College Instruction; Pharmacology; Drug Therapy; Online Courses; Hypermedia; Web 2.0 Technologies; Mixed Methods Research; Student Surveys; Focus Groups; Instructional Effectiveness; Evaluation Methods; Student Evaluation; Minnesota + Suchen Sie Ihr Suchwort? Evidenz; Lehrstrategie; Writing skill; Schreibfertigkeit; Physiotherapie; Apotheke; Doktorandenprogramm; Case method; Fallmethode; Schulprojekt; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Web Based Training; Collegestudent; Hochschullehre; Arzneikunde; Online course; Online-Kurs; Schülerbefragung; Unterrichtserfolg; Schulnote; Studentische Bewertung
Abstract	The purpose of this project was to evaluate the development and delivery of a hypertext case scenario document to be used as the capstone assessment tool for doctoral-level physical therapy students. The integration of Web-based collaborative tools (PBworks[TM] and Google Sites[TM]) allowed students in this all-online course to apply their pharmacotherapy knowledge in a physical therapy patient scenario, while working with colleagues to determine the best route of patient care. Students developed digital writing skills imperative to a patient-centered, collaborative health-care field, and practiced evidence-based patient care. The findings demonstrate that the implementation of collaborative digital writing with a hypertext document case scenario assessment as the primary assessment tool in this online pharmacotherapy course delivered to doctoral-level physical therapy students is a feasible and effective educational strategy. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10