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Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic
COVID-19 upended in-person educational programming in areas such as classroom instruction within academic institutions, engagement of adult learners, and training of direct care workers. In-person educational offerings were forced, as a result of health restrictions, to pivot into either asynchronou...
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Oxford University Press
2021
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8679234/ http://dx.doi.org/10.1093/geroni/igab046.1052 |
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author | Dassel, Kara |
author_facet | Dassel, Kara |
author_sort | Dassel, Kara |
collection | PubMed |
description | COVID-19 upended in-person educational programming in areas such as classroom instruction within academic institutions, engagement of adult learners, and training of direct care workers. In-person educational offerings were forced, as a result of health restrictions, to pivot into either asynchronous or synchronous web-based instruction. This panel discussion will discuss lessons-learned in cyber-pedagogy in three areas: 1) Faculty Consultation: Faculty who teach online regularly and have completed training in quality online educational practices are experts who were called upon to assist others with transitioning courses to an online format. This presentation outlines the ways in which certified online instructors, at one academic center, tutored and assisted faculty in the health sciences with online instruction. 2) Adult Learning: The rapid transition to online learning has implications for adult learners pertaining to accessibility, diverse learning and technology abilities, and course and peer engagement. This presentation will explore strategies that faculty can utilize to offer adult learners differentiated learning and engagement opportunities. This discussion will also highlight the nexus among these pedagogical strategies and the Age-Friendly University Global Network, providing guidance for how universities can connect online learning methods to the Age-Friendly University principles. 3) Workforce Training: The direct care workforce employed in community-based services and support programs and long-term care settings tend to receive little or no training in geriatric care. This presentation will discuss how educational trainings offered through a Geriatric Workforce Enhancement Program transitioned onto web-based platforms in order to accommodate these ongoing educational needs throughout the pandemic. |
format | Online Article Text |
id | pubmed-8679234 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Oxford University Press |
record_format | MEDLINE/PubMed |
spelling | pubmed-86792342021-12-17 Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic Dassel, Kara Innov Aging Abstracts COVID-19 upended in-person educational programming in areas such as classroom instruction within academic institutions, engagement of adult learners, and training of direct care workers. In-person educational offerings were forced, as a result of health restrictions, to pivot into either asynchronous or synchronous web-based instruction. This panel discussion will discuss lessons-learned in cyber-pedagogy in three areas: 1) Faculty Consultation: Faculty who teach online regularly and have completed training in quality online educational practices are experts who were called upon to assist others with transitioning courses to an online format. This presentation outlines the ways in which certified online instructors, at one academic center, tutored and assisted faculty in the health sciences with online instruction. 2) Adult Learning: The rapid transition to online learning has implications for adult learners pertaining to accessibility, diverse learning and technology abilities, and course and peer engagement. This presentation will explore strategies that faculty can utilize to offer adult learners differentiated learning and engagement opportunities. This discussion will also highlight the nexus among these pedagogical strategies and the Age-Friendly University Global Network, providing guidance for how universities can connect online learning methods to the Age-Friendly University principles. 3) Workforce Training: The direct care workforce employed in community-based services and support programs and long-term care settings tend to receive little or no training in geriatric care. This presentation will discuss how educational trainings offered through a Geriatric Workforce Enhancement Program transitioned onto web-based platforms in order to accommodate these ongoing educational needs throughout the pandemic. Oxford University Press 2021-12-17 /pmc/articles/PMC8679234/ http://dx.doi.org/10.1093/geroni/igab046.1052 Text en © The Author(s) 2021. Published by Oxford University Press on behalf of The Gerontological Society of America. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted reuse, distribution, and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Abstracts Dassel, Kara Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic |
title | Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic |
title_full | Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic |
title_fullStr | Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic |
title_full_unstemmed | Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic |
title_short | Cyber-Pedagogy to the Rescue: Creating Effective Online Programming for Students and Trainees During the Pandemic |
title_sort | cyber-pedagogy to the rescue: creating effective online programming for students and trainees during the pandemic |
topic | Abstracts |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8679234/ http://dx.doi.org/10.1093/geroni/igab046.1052 |
work_keys_str_mv | AT dasselkara cyberpedagogytotherescuecreatingeffectiveonlineprogrammingforstudentsandtraineesduringthepandemic |