The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Informed Design of Educational Activities in Online Learning Communities
Abstract
The aim of this chapter is to sketch design implications for organizing online educational activities in higher education that will intentionally engage medical students and professionals in the field together. When using an online forum, which is already embedded in the work practice, participants can build an online learning community (OLC) to discuss specialist subjects. This chapter is based on findings derived from a larger case study about participation in a professional OLC in general medicine. The proposal of an educational activity will complement numerous online activities with a more structured form of learning. As long as participants are challenged in learning about the specialist subject, they will contribute to the collective account. Online participation can be one way to foster students in becoming doctors. Together with qualified professionals, medicine students can create and sustain relationships over their professional careers.
Related Content
|
Kuldeep Vayadande, Varsha Jujare, Maya Yogesh Patil, Ajit R. Patil, Gitanjali Bhimrao Yadav, Sachin Balawant Takmare, Rahul Prakash Mirajkar.
© 2025.
16 pages.
|
|
Pankaj Bhambri.
© 2025.
30 pages.
|
|
Karnika Srivastava, Manoj Kumar, Rinki Verma, Shreyanshu Singh, Pratibha Maurya.
© 2025.
36 pages.
|
|
Beatrice Akoth Owino, Collins Oduor, Gerald W. Chege, Mahona Joseph Paschal.
© 2025.
24 pages.
|
|
Er. Kritika.
© 2025.
32 pages.
|
|
Orhun Uğur, Semanur Öztemiz.
© 2025.
42 pages.
|
|
Dalize Van Heerden, Leila Goosen.
© 2025.
34 pages.
|
|
|