صورة الغلاف

An Interprofessional Peer Teacher Training program for health professional students : 'face to face' versus 'online only'.

In 2020, following the disruption of COVID-19, we rapidly moved the interprofessional Peer Teacher Training (PTT) program, traditionally delivered via blended learning to 'online only' format. Consisting of seven modules, the PTT program is designed to provide health professional students...

وصف كامل

التفاصيل البيبلوغرافية
Institutions:	University of Sydney Royal Prince Alfred Hospital (Newtown NSW)
المؤلفون الرئيسيون:	Burgess, Annette, van Diggele, Christie, Schneider, Carl, Haq, Inam, Leadbeatter, Delyse, Karunaratne, Sascha, McKenzie, Susan, Clark, Tyler, Henry, Jaimie, Bloomfield, Jacqueline
منشور في:	Journal of University Teaching & Learning Practice v.20 n.1 https://doi.org/10.53761/1.20.01.05 2023
الموضوعات:	Blended learning Online learning Feedback Online teaching Face to face education Online education Interprofessional relationship Teacher education Higher education Coronavirus (COVID-19) Learning in an emergency Pandemic pedagogy Australia
الوصول للمادة أونلاين:	https://doi.org/10.53761/1.20.01.05

مواد مشابهة

'It's the best way to learn' : Face-to-face attendance in university language courses.
حسب: Thomas, Bonnie, وآخرون
منشور في: (2025)

Using live interactive polling to enable hands-on learning for both face-to-face and online students within hybrid-delivered courses.
حسب: Phelps, Charlotte, وآخرون
منشور في: (2022)

Potholes and Patches : Lessons Learned From The Transition of Two Professional Programs to Online Learning.
حسب: Joyce, Caroline, وآخرون
منشور في: (2024)

Blended synchronous learning : final report.
حسب: Bower, Matt, وآخرون
منشور في: (2014)

Blended Synchronicity Project : final evaluation report.
حسب: Phillips, Rob
منشور في: (2014)

Development of a research tool to investigate pedagogical affordances of engineering students' experimental learning venues : Final Report.
حسب: Banky, George, وآخرون
منشور في: (2015)

eTutor : building pre-service teachers' intercultural understandings and technological capabilities through online cross-cultural school and university partnerships : final report 2015.
حسب: Carr, Nicky
منشور في: (2015)

Blended synchronous learning : a handbook for educators.
حسب: Bower, Matt, وآخرون
منشور في: (2014)

Renewing the Sustainable Energy Curriculum : Providing Internationally Relevant Skills for a Carbon Constrained Economy : Final Report.
حسب: Lund, Chris
منشور في: (2014)

Curriculum framework guide : a guide to support institutions in developing and teaching tertiary level programmes for sustainable energy professionals.
حسب: Lund, Chris, وآخرون
منشور في: (2014)

Improving Patient Safety : Engaging Students in Interprofessional Team-Based Learning (TBL).
حسب: Clarke, Antonia J., وآخرون
منشور في: (2023)

Online Student Expectations : A Multifaceted, Student-centred Understanding of Online Education.
حسب: Henry, Mel
منشور في: (2020)

Final Report : Peer Review in Online and Blended Learning Environments.
حسب: McKenzie, Jo, وآخرون
منشور في: (2011)

Teaching Resilience : Enabling Factors for Effective Responses to COVID-19.
حسب: Baumber, Alex, وآخرون
منشور في: (2021)

"Can we not do group stuff?" : Student insights on implementing co-creation in online intensive programs.
حسب: Newell, Samantha J., وآخرون
منشور في: (2024)

Experiential Learning in Sociology : The Grounded Assignment and Tutorial System (GATS) Approach.
حسب: Patterson, Annette, وآخرون
منشور في: (1997)

Building Capacity to Scaffold Online Discussion : Enhancing students' construction of knowledge and communication competencies : final report.
حسب: Verenikina, Irina, وآخرون
منشور في: (2019)

Exploring the Role of Academic Development in Supporting Tertiary Educators' Well-Being : The Case of Online Consultations at UniSA.
حسب: Strambi, Antonella, وآخرون
منشور في: (2023)

Factors that influence cognitive presence : A scoping review.
حسب: Maranna, Sandhya, وآخرون
منشور في: (2022)

A Resource for E-Moderators on Fostering Participatory Engagement Within Discussion Boards for Online Students in Higher Education.
حسب: Payne, Ameena L.
منشور في: (2021)

Student Engagement and Satisfaction with Online Learning : Comparative Eastern and Western Perspectives.
حسب: Fang, Marcela, وآخرون
منشور في: (2023)

Developing and Disseminating Team Skills Capacities Using Interactive Online Tools for Team Formation, Learning, Assessment and Mentoring : Final Report.
حسب: Kavanagh, Lydia, وآخرون
منشور في: (2011)

Using online teaching threshold concepts in transformative professional learning curricula for novice online educators : final report.
حسب: Northcote, Maria, وآخرون
منشور في: (2017)

Online learning during the COVID-19 pandemic : Does social connectedness and learning community predict self-determined needs and course satisfaction?
حسب: Geary, Erin, وآخرون
منشور في: (2023)

Australian History World Wide Web Project.
حسب: Turnbull, Paul
منشور في: (1998)

Improving Student Success with Online Embedded Tutor Support in First-Year Subjects.
حسب: Linden, Kelly, وآخرون
منشور في: (2022)

Developing Resources for Pre-service Teachers to Promote Online Teaching Support : Final Report.
حسب: Masters, Yvonne, وآخرون
منشور في: (2016)

The Medici Project : Developing a Multi-disciplinary, Sustainable Resource for Blended Learning Initiatives in Tertiary Medical Education : final report.
حسب: Palmer, Edward, وآخرون
منشور في: (2012)

Developing and Implementing a Flexible Web-based Teaching/Learning Environment Across an Entire Academic Organisational Unit : Final Report for a 1997 National Teaching Development Grant (Organisational).
حسب: Hedberg, John, وآخرون
منشور في: (1997)

Student experiences of facilitated asynchronous online discussion boards : Lessons learned and implications for teaching practice.
حسب: James, Allison J., وآخرون
منشور في: (2022)

Final Report : Online Assessment Feedback as an Instrument of Reflective Learning Practice in Human Biology.
حسب: Meyer, Jan, وآخرون
منشور في: (2008)

Peer review of online learning and teaching : final report 2011.
حسب: Wood, Denise, وآخرون
منشور في: (2011)

Cognitive presence and self-regulated learning : Learning transfer in an online allied health course.
حسب: Maranna, Sandhya, وآخرون
منشور في: (2025)

Quality Management of Online Learning Environments : Final Report of the Project, Building Distributed Leadership in Designing and Implementing a Quality Management Framework for Online Learning Environments.
حسب: Holt, Dale, وآخرون
منشور في: (2014)

Driving Curriculum and Technological Change to Support Writing in the Engineering Disciplines : Final Report.
حسب: Calvo, Rafaelo, وآخرون
منشور في: (2016)

A Creativity Skills MOOC for Australian Coursework Master's Students : Final Report.
حسب: Fraser, Kym, وآخرون
منشور في: (2016)

Quality management of online learning environments : a condensed guide to building distributed leadership for the quality management of online learning environments : a resource produced by the project, Building distributed leadership in designing and implementing a quality management framework for online learning environments.
حسب: Holt, Dale, وآخرون
منشور في: (2014)

Quality management of online learning environments : an evidence-based approach to implementing the 6EOLE Quality Management Framework : a resource produced by the project, Building distributed leadership in designing and implementing a quality management framework for online learning environments.
حسب: Holt, Dale, وآخرون
منشور في: (2014)

Reforming Banking Pedagogy with Online Simulation : final report.
حسب: Fenech, Jean-Pierre
منشور في: (2015)

Radical Transformation : Re-imagining Engineering Education through Flipping the Classroom in a Global Learning Partnership : Final Report.
حسب: Reidsema, Carl, وآخرون
منشور في: (2017)