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The Community of Inquiry Framework: A Pertinent Theory of Online Interprofessional Education?
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Author(s): Heather Mac Neill (University of Toronto, Bridgepoint Hospital, Canada), Scott Reeves (St. Michael’s Hospital, University of Toronto, Canada), Elizabeth Hanna (University of Toronto, Bridgepoint Hospital, Canada)and Steve Rankin (eUnity, Canada)
Copyright: 2010
Pages: 15
Source title:
Interprofessional E-Learning and Collaborative Work: Practices and Technologies
Source Author(s)/Editor(s): Adrian Bromage (Coventry University, UK), Lynn Clouder (Coventry University, UK), Jill Thistlethwaite (University of Warwick, UK)and Frances Gordon (SHU, UK)
DOI: 10.4018/978-1-61520-889-0.ch007
PurchaseView on the publisher's website for pricing and purchasing information.
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Abstract
Many in the online learning field now promote the need for a social presence online, in addition to cognitive and teaching presence, in order to fully realize benefits of online learning. In this regard, two important concepts arise when adopting e-learning: community and collaboration. Within healthcare there has been a recent push towards interprofessional education (IPE). IPE is an approach in which health and social care professionals come together to learn “with, from and about each other”. In this chapter the authors discuss the background of healthcare IPE and online learning. They examine the potential benefits and limitations of both IPE and e-learning as well as issues related to combining these approaches. They will discuss the theory of ‘communities of inquiry’ and apply a modified version of it as a way to think about and create online IPE. Lastly, the authors introduce an ongoing innovative healthcare e-learning project in Canada that was based on this theory and has focused on bringing together both IPE and online learning using the “build-a-case” method.
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