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Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types

Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types

Robert G. Fuller, Gary Kuhne
Copyright: © 2008 |Volume: 4 |Issue: 1 |Pages: 12
ISSN: 1550-1876|EISSN: 1550-1337|ISSN: 1550-1876|EISBN13: 9781615203086|EISSN: 1550-1337|DOI: 10.4018/jicte.2008010105
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MLA

Fuller, Robert G., and Gary Kuhne. "Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types." IJICTE vol.4, no.1 2008: pp.44-55. http://doi.org/10.4018/jicte.2008010105

APA

Fuller, R. G. & Kuhne, G. (2008). Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types. International Journal of Information and Communication Technology Education (IJICTE), 4(1), 44-55. http://doi.org/10.4018/jicte.2008010105

Chicago

Fuller, Robert G., and Gary Kuhne. "Fostering Meaningful Interaction in Health Education Online Courses: Matching Pedagogy to Course Types," International Journal of Information and Communication Technology Education (IJICTE) 4, no.1: 44-55. http://doi.org/10.4018/jicte.2008010105

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Abstract

This research study examined the best interactive practices of effective health care education faculty from six major universities that offer online health care programs. Program directors from six major universities identified effective faculty, from which twelve faculty members were interviewed to uncover effective practices and an additional thirty faculty participated in a Delphi study to identify and prioritize effective practices. The findings for this study indicate that different types of facilitation approaches are needed to generate adequate interaction in four distinct types of health care courses, i.e., foundational classes, skills classes, analysis/synthesis classes, and hybrid type courses.

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