教师和学习技术专家之间的专业间合作 (或缺乏) 在创建数字学习的过程中
Siew Ping Han1, Muhammad Raihan Jumat2, Jennifer Anne Cleland3
1Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore. siewping.han@ntu.edu.sg.
学习技术人员在卫生专业教育中被低估,在数字课程材料的共同开发中经常缺乏代理. 解决权力动态对于有效的合作和实现数字教育至关重要.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 数字学习技术数字学习技术
- 教育技术整合教育技术整合
背景情况:
- 数字学习正在扩大卫生专业教育,增加学习技术人员的重要性.
- 在教育生态系统中,学习技术人员经常被边缘化和低估.
- 学习技术人员融入现有结构的整合过程仍然不太了解.
研究的目的:
- 从教育工作者和学习技术人员的角度研究课程材料的跨专业共同开发.
- 了解教师和学习技术专家之间经验丰富的协作动态.
主要方法:
- 使用个人半结构面试进行的定性研究.
- 采访是在2021年7月至2022年5月期间进行的.
- 采访成绩单的抽取分析.采访成绩单的抽取分析.
主要成果:
- 教师和学习技术人员对数字化采用的态度分为"拥抱"",取代"和"冲突"主题.
- 教师在开发数字教育实践方面没有积极主动.
- 学习技术人员作为教师数字技能差距的支持,表明权力不平衡和缺乏代理.
结论:
- 这项研究突出了数字健康教育的专业间合作中的社会,关系和组织复杂性.
- 调查结果对教育政策有影响,以改善学习技术人员的定位和协作.
- 有效的协作是实现数字健康专业教育的全部潜力的关键.
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