Transition in Oral Health Education: from Face-to-Face to Blended Approaches

Research output: Other contribution to conferenceAbstract

Abstract

Introduction:
Charles Sturt University (CSU) stresses the importance of engaging and connecting learners in its online teaching strategy. This focus on interactivity and connectedness between learners, teachers, content and the profession aims to enhance online programs and encourage blended learning approaches in face-to-face subjects. This discussion explores how four different online activities achieved a blended learning approach in dentistry.
Aim:
To justify the blended learning design based on constructivist and connectivist learning theories, assess the potential effectiveness of online tools in oral health education and consider how these tools can enhance the provision of meaningful and timely feedback to students, help identify ‘at risk’ students and improve learner-teacher interaction in the learning process.
Discussion:
The online learning activities in this study were designed for digitally literate second-year Bachelor of Oral Health students. Learning tasks used Blackboard wiki and discussion board functions, PebblePad and online assessment were introduced. Discussion of these activities draws on CSU’s online strategy and underpinning learning theories. It considers student participation in discussion and wiki activities, the multiple online assessments used to engage students with ‘content’ and student approaches to reflective learning in PebblePad.
Outcomes:
Compared to predominantly face-to-face teaching, this blended approach provides more opportunities for students to engage with teaching staff, course content, peers and each other. Online activities encouraged students to generate content, sometimes in collaboration, rather than only respond to teacher-generated content. This blended approach augurs well for developing digitally literate graduates with the skills to maintain professional networks online into the future.
Original languageEnglish
Pages1-2
Number of pages2
Publication statusPublished - 14 Jul 2017
EventANZAHPE 2017 Conference : ANZAHPE 2017 - Adelaide Convention Centre, Adelaide, Australia
Duration: 11 Jul 201714 Jul 2017
https://www.anzahpe.org/2017-conference (Conference website)

Conference

ConferenceANZAHPE 2017 Conference
Abbreviated titleTransitions
CountryAustralia
CityAdelaide
Period11/07/1714/07/17
OtherThe Australian & New Zealand Association for Health Professional Educators (ANZAHPE) is the peak organisation for practitioners involved in the education and training of health professionals in Australia and New Zealand. ANZAHPE (pronounced affectionately as "anza-pee") is comprised of clinicians, academic educators and students, and supports and advances education in the health care professions. ANZAHPE's core objectives are to :promote, support and advance education in the health professionsfacilitate communication between educators in the health professionspromote undergraduate, postgraduate and continuing education and trainingrecognise, facilitate and disseminate high quality educational research in health professional educationbe the focal point for health professions education in western Pacific region. Previously known as ANZAME (Australian & New Zealand Association of Medical Education), ANZAHPE is now a truly multidisciplinary organisation, encompassing undergraduate, postgraduate and continuing education and training. The Association facilitates communication between educators in the health care professions by providing a network and database of expertise, and collaboration and dissemination through its Journal and Bulletin. ANZAHPE promotes educational research and good practice through seeding grants, awards and conference presentations and through its peer-reviewed journal, Focus on Health Professional Education. The Annual Conference offers a forum for sharing of research, experiences and ideas towards the improvement of health professional education. Our network of education researchers contribute to the international evidence base for health professional education. ANZAHPE is managed by an elected Committee of Management.
Internet address

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health promotion
Blended Learning
student
learning theory
teacher
learning
dentistry
interactive media
bachelor
teaching strategy
learning process
profession
graduate
participation
Teaching
interaction
health

Cite this

Al-Humairi, A., & Woodley, C. (2017). Transition in Oral Health Education: from Face-to-Face to Blended Approaches. 1-2. Abstract from ANZAHPE 2017 Conference , Adelaide, Australia.
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title = "Transition in Oral Health Education: from Face-to-Face to Blended Approaches",
abstract = "Introduction:Charles Sturt University (CSU) stresses the importance of engaging and connecting learners in its online teaching strategy. This focus on interactivity and connectedness between learners, teachers, content and the profession aims to enhance online programs and encourage blended learning approaches in face-to-face subjects. This discussion explores how four different online activities achieved a blended learning approach in dentistry.Aim:To justify the blended learning design based on constructivist and connectivist learning theories, assess the potential effectiveness of online tools in oral health education and consider how these tools can enhance the provision of meaningful and timely feedback to students, help identify ‘at risk’ students and improve learner-teacher interaction in the learning process.Discussion:The online learning activities in this study were designed for digitally literate second-year Bachelor of Oral Health students. Learning tasks used Blackboard wiki and discussion board functions, PebblePad and online assessment were introduced. Discussion of these activities draws on CSU’s online strategy and underpinning learning theories. It considers student participation in discussion and wiki activities, the multiple online assessments used to engage students with ‘content’ and student approaches to reflective learning in PebblePad.Outcomes:Compared to predominantly face-to-face teaching, this blended approach provides more opportunities for students to engage with teaching staff, course content, peers and each other. Online activities encouraged students to generate content, sometimes in collaboration, rather than only respond to teacher-generated content. This blended approach augurs well for developing digitally literate graduates with the skills to maintain professional networks online into the future.",
author = "Ahmed Al-Humairi and Carolyn Woodley",
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Al-Humairi, A & Woodley, C 2017, 'Transition in Oral Health Education: from Face-to-Face to Blended Approaches' ANZAHPE 2017 Conference , Adelaide, Australia, 11/07/17 - 14/07/17, pp. 1-2.

Transition in Oral Health Education: from Face-to-Face to Blended Approaches. / Al-Humairi, Ahmed; Woodley, Carolyn.

2017. 1-2 Abstract from ANZAHPE 2017 Conference , Adelaide, Australia.

Research output: Other contribution to conferenceAbstract

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Al-Humairi A, Woodley C. Transition in Oral Health Education: from Face-to-Face to Blended Approaches. 2017. Abstract from ANZAHPE 2017 Conference , Adelaide, Australia.