The utility of disruptive technologies in interprofessional education: Negotiating the substance and spaces of blended learning
This chapter will consider the educational benefits and challenges of introducing e-learning objects within an interprofessional curriculum. It examines the tensions of curriculum development as content or process-driven in the context of facilitating interactive learning using blended learning strategies which combine online and face-to-face interactions. This chapter draws upon an evaluation of student and staff experiences of an interprofessional curriculum incorporating health and social care users and carers as case scenarios in a web-based simulated community, Wessex Bay, and highlights congruent and disruptive factors in negotiating transformative learning and cultural change. It draws conclusions and recommendations for informing practice in interprofessional education and suggests directions for future research to inform the substance (interprofessional case scenarios) and spaces (discussion boards, chat rooms, classroom) for collaborative learning in an interprofessional curriculum. © 2010, IGI Global.
The utility of disruptive technologies in interprofessional education: negotiating the substance and spaces of blended learning.
Editors: Bromage, A., Clouder, L., Thistlethwaite, J. and Gordon, F.
Publisher: IGI Global
Place of Publication: Hershey, PA, USA
Preferred by: Anne Quinney