On-line interprofessional learning: Introducing constructivism through enquiry-based learning and peer review

Dando, Mark; Hughes, Matthew; Ventura, Susie

Abstract

Interest in on-line methods of learning has accelerated in recent years. There has also been an interest in developing student-centred approaches to learning and interprofessional education. This paper illustrates the issues in designing a large (more than 700 students), on-line, inter-professional module for third year, undergraduate students drawn from nine professional healthcare courses and from four campus sites. It uses an enquiry-based learning approach. The learning theories of Piaget, Vygotsky and Schön are integrated with the on-line frameworks of Salmon and Collis et al., together with conclusions drawn from the literature and our own experiences, to produce a design that encourages students to learn through participation, re-iteration, peer-review and reflection. Consideration is given to improving student motivation and attitudes towards change, both in the design and the delivery of the module. © Taylor & Francis Ltd.

Citation

Dando, M., Hughes, M., & Ventura, S. (2004). On-line interprofessional learning: Introducing constructivism through enquiry-based learning and peer review. Journal of Interprofessional Care, 18(3), 263-268. https://doi.org/10.1080/13561820410001731304

• Journal Article Type: Article
• Publication Date: Aug 1, 2004
• Journal: Journal of Interprofessional Care
• Print ISSN: 1356-1820
• Publisher: Taylor & Francis
• Peer Reviewed: Not Peer Reviewed
• Volume: 18
• Issue: 3
• Pages: 263-268
• DOI: https://doi.org/10.1080/13561820410001731304
• Keywords: interprofessional, online education, enquiry-based learning, peer review
• Public URL: https://uwe-repository.worktribe.com/output/1058134
• Publisher URL: http://dx.doi.org/10.1080/13561820410001731304