Facilitating critical discourse through 'meaningful disagreement' online.
This paper is concerned with identifying ways of facilitating 'meaningful disagreement' amongst students in interprofessional online discussion forums. It builds on previous research that identified a trend toward polite agreement and only limited evidence of disagreement in this setting. Given the...
| Publicado en: | Journal of Interprofessional Care Vol. 26; no. 6; pp. 472 - 479 |
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| Autores principales: | , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Nov2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104428894&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104428894 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 13561820 57N jtl: Journal of Interprofessional Care issn: 13561820 maglogo: Y pubinfo: dt: Nov2012 vid: 26 iid: 6 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104428894 82671474 10.3109/13561820.2012.711383 NLM22897367 104428894 ppf: 472 ppct: 7 formats: fmt: @attributes: type: P tig: atl: Facilitating critical discourse through 'meaningful disagreement' online. aug: au: Dalley-Hewer, Jayne Clouder, Deanne Lynn Jackson, Ann Goodman, Simon Bluteau, Patricia Davies, Bernadette affil: Department of Health Professions, Coventry University, Coventry, UK sug: subj: Students, Health Occupations Psychosocial Factors Education, Interdisciplinary Evaluation Interprofessional Relations Evaluation Computers and Computerization Utilization Human Descriptive Statistics ab: This paper is concerned with identifying ways of facilitating 'meaningful disagreement' amongst students in interprofessional online discussion forums. It builds on previous research that identified a trend toward polite agreement and only limited evidence of disagreement in this setting. Given the suggestion that disagreement indicates a deeper level of engagement in group discussion and therefore leads to deeper learning, our aim was to critique the pedagogical approach adopted by analyzing whether we were promoting a particular interprofessional discourse amongst students that favored agreement and therefore limited potential learning. Agreement in this context has been conceptualized as a form of online interprofessional 'netiquette' existing amongst participants. Findings suggest that creating an online context for critical discourse is challenging; however, the careful construction of learning outcomes, trigger material/resources and learning activities, as well as attention to students' stage of study and life experience, can provoke the desired effects. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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