"Teaching Health Professionals Online: Frameworks and
Strategies" is a must-read for professionals in the health
care
field who strive to deliver excellence in their online
classes.
Intended for a wide range of professionals, including nurses,
social
workers, occupational and radiation therapists, chiropractors,
dietitians, and dental hygienists, this compendium of
teaching
strategies will inspire both new and experienced instructors in
the
health professions. In addition to outlining creative,
challenging
activities with step-by-step directions and explanations of why
they
work, each chapter in the text situates practice within the context
of
contemporary educational theories such as instructional immediacy,
invitational theory, constructivism, connectivism,
transformative
learning, and quantum learning theory. Melrose, Park, and Perry
also
address other issues familiar to those who have taught online
courses.
How can a distance instructor build teacher-student relationships?
How
does one transform the assumptions often held by students in the
health
fields from the confines of the virtual classroom? Most
importantly,
how can the instructor support his or her students in their
future
pursuits of knowledge and their development as competent
professionals?
By considering these and other concerns, this handbook aims to
help
instructors increase student success and satisfaction, which,
the
authors hope, will ultimately produce the best possible patient
care.
Sherri Melrose, Caroline Park, and
Beth Perry teach in the Faculty of Health Disciplines
at Athabasca University. Melrose has published widely on
educating
health professionals and is a winner of the Canadian Association
of
Schools of Nursing Award for Excellence in Nursing Education.
Park
developed her first online nursing course for the University
of
Manitoba in 1997 and has subsequently developed and taught many
courses
for Athabasca University. Perry is currently principal investigator
of
a SSHRC-funded study that explores how artistic pedagogical
technologies influence interaction, social presence, and community
in
the online post-secondary classroom.
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