{"title":"打破孤立:在线小组作业","authors":"S. Adam, M. Coetzee, I. Lubbe","doi":"10.7196/AJHPE.2021.V13I3.1518","DOIUrl":null,"url":null,"abstract":"The Covid-19 pandemic forced us to go online in a hurry whilst maintaining constructive alignment, enforce learning, and be student-centred, whilst simultaneously developing 21st century graduate attributes and critical thinking skills. Whilst interactive learning and collaborative is frequently cited as a good practice even in the online environment, this learning approach is not without challenges either for the student or the facilitator.","PeriodicalId":43683,"journal":{"name":"African Journal of Health Professions Education","volume":"13 1","pages":"174-175"},"PeriodicalIF":0.4000,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Breaking the isolation: Online group assignments\",\"authors\":\"S. Adam, M. Coetzee, I. Lubbe\",\"doi\":\"10.7196/AJHPE.2021.V13I3.1518\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The Covid-19 pandemic forced us to go online in a hurry whilst maintaining constructive alignment, enforce learning, and be student-centred, whilst simultaneously developing 21st century graduate attributes and critical thinking skills. Whilst interactive learning and collaborative is frequently cited as a good practice even in the online environment, this learning approach is not without challenges either for the student or the facilitator.\",\"PeriodicalId\":43683,\"journal\":{\"name\":\"African Journal of Health Professions Education\",\"volume\":\"13 1\",\"pages\":\"174-175\"},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2021-10-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"African Journal of Health Professions Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7196/AJHPE.2021.V13I3.1518\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"HEALTH CARE SCIENCES & SERVICES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"African Journal of Health Professions Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7196/AJHPE.2021.V13I3.1518","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"HEALTH CARE SCIENCES & SERVICES","Score":null,"Total":0}
The Covid-19 pandemic forced us to go online in a hurry whilst maintaining constructive alignment, enforce learning, and be student-centred, whilst simultaneously developing 21st century graduate attributes and critical thinking skills. Whilst interactive learning and collaborative is frequently cited as a good practice even in the online environment, this learning approach is not without challenges either for the student or the facilitator.
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