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Related Concept Videos

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There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it.
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Project based experiential distance education: an oxymoron?

Jochen R Moehr1, Denis J Protti, Francis Y Lau

  • 1School of Health Information Science, University of Victoria, RM A202, Box 3050, STN CSC Victoria, BC, V8W 3P5, Canada. jmoehr@uvic.cs

International Journal of Medical Informatics
|April 6, 2004
PubMed
Summary
This summary is machine-generated.

Translating project-based learning in Health Information Science to distance education presents challenges. Local projects or mock projects show promise, but require careful planning for successful implementation.

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Area of Science:

  • Health Information Science education
  • Experiential learning
  • Distance education

Background:

  • University of Victoria's Health Information Science program has 20 years of experience with project-based experiential learning.
  • Current shift towards distance education necessitates adapting successful in-person models.
  • Collaboration between students and health professionals in real-world projects is a key feature.

Purpose of the Study:

  • To review the principles of desirable project-based learning involving professional collaboration.
  • To evaluate experiences with two specific project-based courses.
  • To explore and propose viable alternatives for translating project-based learning into a distance education format.

Main Methods:

  • Review of principles underlying successful project-based experiential learning.
  • Analysis of case studies from two health information science courses involving local and distant health institution representatives.
  • Discussion and evaluation of three potential models for distance-based project-based learning.

Main Results:

  • Project-based learning with professional collaboration is mutually beneficial but requires significant preparation and lead time.
  • Local projects affiliated with the institution and mock projects based on past examples appear most feasible for distance learning.
  • Individualized distant projects are less attractive for faculty oversight but may suit practicing health professionals.

Conclusions:

  • Adapting project-based experiential learning for distance education requires careful consideration of logistical and pedagogical factors.
  • Local or mock project models offer promising avenues for distance implementation, though each has limitations.
  • The feasibility of distance project-based learning is constrained by the chosen model and the specific context of the learners and institution.