Benefits of a Multi-institutional, Hybrid Approach to Teaching Course Design for Graduate Students, Postdoctoral Scholars, and Leaders
| Autor: | Shawana Tabassum, Lisa Rohde, Darren S. Hoffmann, Riley Blay, Leslie E. Drane, W. F. Preston Cumming, Madeleine Gonin, Katherine D. Kearns, Lisa Kelly, Karen M. Bovenmyer |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Program evaluation
Medical education hybrid Learning community program assessment learning community Hybrid approach lcsh:Education (General) Education Graduate students Work (electrical) postdoctoral scholar Institution (computer science) ComputingMilieux_COMPUTERSANDEDUCATION graduate student Psychology lcsh:L7-991 |
| Zdroj: | Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 1 (2021) |
| ISSN: | 2167-4787 2167-4779 |
| Popis: | In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared, online drive for peer review and collaboration. Learners also met weekly with local facilitators at their institution. The program led to similar learning outcomes as when the program was previously run in a face-to-face only format at one institution. However, the multi-institutional design led to additional benefits, especially for leaders at each institution, who described a rich learning community in their collaborative work. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|