Teaching Health Professionals Online

Ebook

Teaching Health Professionals Online

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.

Table of Contents

Table of Contents
Cover 1
CONTENTS 8
ACKNOWLEDGEMENTS 10
INTRODUCTION 12
1 Instructional Immediacy: The Heart of Collaborating and Learning in Groups 18
2 Invitational Theory: Developing the Plus Factor 42
3 Constructivism: Building on What Learners Know 74
4 Connectivism: Learning by Forming Connections 100
5 Transformational Learning: Creating Attitudinal Shifts in Online Learners 118
6 Quantum Learning Environments: Making the Virtual Seem Real in the Online Classroom 140
CONCLUSION: Rethinking Online Course Design and Teaching 166