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Related Experiment Video

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Interactive and Visualized Online Experimentation System for Engineering Education and Research

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Published on: November 24, 2021

Using online program development to foster curricular change and innovation.

Anne E Gwozdek¹, Emily C Springfield, Melissa R Peet

¹Periodontics and Oral Medicine, University of Michigan, 1011 N. University, Room 3066, Ann Arbor, MI 48109, USA. agwozdek@umich.edu

Journal of Dental Education

|March 4, 2011

Summary

This study details the successful implementation of an online dental hygiene degree completion program. It highlights a collaborative, systems-oriented model for developing reflective practitioners and leaders in dental hygiene education.

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Area of Science:

Dental Hygiene Education
Online Learning
Curriculum Development

Background:

Distance education presents opportunities for significant curriculum reform in higher education.
The University of Michigan Dental Hygiene Program initiated a project to develop an e-learning degree completion program.

Purpose of the Study:

To describe the development and implementation of a collaborative, portfolio-integrated online dental hygiene degree completion program.
To outline a team-based, systems-oriented model for program production, implementation, and evaluation.
To provide a framework of strategies, including backward course design, applicable to professional education.

Main Methods:

Eighteen months of research into best practices.
Collaborative planning of program outcomes and courses.
Implementation of an e-learning platform for the dental hygiene degree completion program.
Utilizing a team-based, systems-oriented model for development and evaluation.

Main Results:

Successful creation of a collaborative and portfolio-integrated online dental hygiene degree completion program.
The program focuses on developing reflective practitioners and leaders.
A team-based, systems-oriented model proved critical to the program's success.

Conclusions:

The described models and best practices provide a foundation for successful distance education in dental hygiene.
The framework of strategies, including backward course design, can be adapted for various professional education programs.
This approach fosters the development of reflective practitioners and leaders in the field.