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Informed design of educational activities in online learning communities
University of Skövde.ORCID-id: 0000-0003-1403-5565
Göteborg University.
2012 (engelsk)Inngår i: Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching / [ed] Anders D. Olofsson, & J. Ola Lindberg, Hershey, Pennsylvania: IGI Global, 2012, s. 118-134Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

The aim of this chapter is to sketch design implications for organizing online educational activities in higher education that will intentionally engage medical students and professionals in the field together. When using an online forum, which is already embedded in the work practice, participants can build an online learning community (OLC) to discuss specialist subjects. This chapter is based on findings derived from a larger case study about participation in a professional OLC in general medicine. The proposal of an educational activity will complement numerous online activities with a more structured form of learning. As long as participants are challenged in learning about the specialist subject, they will contribute to the collective account. Online participation can be one way to foster students in becoming doctors. Together with qualified professionals, medicine students can create and sustain relationships over their professional careers.

sted, utgiver, år, opplag, sider
Hershey, Pennsylvania: IGI Global, 2012. s. 118-134
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Forskningsprogram
SAMHÄLLSVETENSKAP, Pedagogik
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URN: urn:nbn:se:hv:diva-9919DOI: 10.4018/978-1-61350-080-4.ch007ISBN: 9781613500804 (tryckt)OAI: oai:DiVA.org:hv-9919DiVA, id: diva2:971744
Tilgjengelig fra: 2016-09-19 Laget: 2016-09-19 Sist oppdatert: 2016-09-22bibliografisk kontrollert

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