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Virtually present: the perceived impact of remote facilitation on small group learning
Robyn Davies1, Euson Yeung, Brenda Mori
1Department of Physical Therapy, University of Toronto, Toronto, ON, Canada. robyn.davies@utoronto.ca
Medical Teacher
|October 24, 2012
Summary
Remote facilitation for small group learning enhances health professions education by impacting technology, facilitator expertise, and group dynamics. This approach expands distance learning to include distance teaching, offering broad applicability.
Area of Science:
- Health Professions Education
- Distance Learning
- Small Group Learning
Background:
- Remote facilitation for small group learning is under-researched.
- This approach can expand the pool of available experts.
- It addresses sustainability challenges of in-person facilitation models.
Purpose of the Study:
- To explore student experiences and perceptions of remote facilitation in health education.
- To understand the impact of remote facilitation on student learning.
Main Methods:
- Qualitative study using three focus groups (n=16) with physical therapy students.
- Data collected through audio-taped, verbatim transcription of focus groups.
- Thematic analysis of transcribed data.
Main Results:
- Student experiences were influenced by technology (audio/visual), facilitator factors (quality, expertise), and group dynamics (ground rules, roles, learning styles).
- These influences interacted independently and interdependently.
- Perceptions of remote facilitation were shaped by these combined factors.
Conclusions:
- Remote facilitation expands the concept of distance learning to encompass distance teaching.
- This model has significant potential applicability for health profession programs.
- Further research can explore optimizing remote facilitation strategies.
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