Design considerations for online learning in health and social work education

Learning in Health and Social Care Pub Date : 2008-02-01 DOI:10.1111/j.1473-6861.2008.00170.x

Patricia M. Reeves PhD, Thomas C. Reeves PhD

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引用次数: 60

Abstract

Increasingly, health and social work educators are joining their colleagues throughout higher education in exploring the possibilities of teaching and learning online. Online teaching and learning initiatives have been aided by both proprietary and open source course management systems such as BlackBoard and Moodle. However, the rush to put courses online is rarely informed by adequate consideration of the affordances of the World Wide Web to support different types of pedagogical dimensions or instructional design. In addition, academic staff members may jump into teaching online without sufficient consideration of the design components that can be implemented in online courses. This study provides an introduction to 10 design dimensions, derived from research and theory in instructional technology, cognitive science and adult education, for guiding the design and evaluation of online learning environments for health and social work education. It concludes by addressing the rewards and risks of online learning.

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健康和社会工作教育在线学习的设计考虑

越来越多的卫生和社会工作教育工作者加入他们在高等教育中的同事，探索在线教学的可能性。在线教学计划得到了专有和开源课程管理系统(如BlackBoard和Moodle)的帮助。然而，人们急于把课程放到网上，却很少充分考虑到万维网支持不同类型的教学维度或教学设计的能力。此外，学术人员可能会在没有充分考虑可以在在线课程中实施的设计组件的情况下直接进入在线教学。本研究从教学技术、认知科学和成人教育的研究与理论出发，介绍了10个设计维度，以指导健康与社会工作教育在线学习环境的设计与评估。报告最后阐述了在线学习的回报和风险。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Learning in Health and Social Care

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