Online Graduate Programs and Intellectual Isolation: Fostering Technology-Mediated Interprofessional Learning Communities

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Author(s): Kathleen M. Kevany (Nova Scotia Agricultural College, Canada), Elizabeth Lange (St. Francis Xavier University, Canada), Chris Cocek (St. Francis Xavier University, Canada)and Catherine Baillie Abidi (St. Francis Xavier University, Canada)
Copyright: 2013
Pages: 20
Source title: Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-2181-7.ch020

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

With more flexibility in higher education, the authors argue that online graduate programs have a significant but unrecognized potential for interprofessional learning. Interprofessional learning is an emerging trend that is considered necessary to address the “wicked problems” in our society that defy simple solutions, disciplinary silos, and cause/effect thinking. This chapter examines the challenges of: fostering good adult education pedagogy in an online context, encouraging peer collaboration and an intellectual culture in an online, self-directed graduate program, and creating the conditions for interprofessional learning.

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Online Graduate Programs and Intellectual Isolation: Fostering Technology-Mediated Interprofessional Learning Communities

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