Faculty readiness for a digital education model: A self-assessment from health sciences educators
Australasian Journal of Educational Technology
; 37(5):116-127, 2021.
Article
in English
| ProQuest Central | ID: covidwho-2281496
ABSTRACT
During the COVID-19 pandemic, the continuity of education across the world is being supported through e-learning. Healthcare programs especially, require continuing patient-centered training to benefit individuals and society. The objective of this study was to assess the faculty members' skills to continue educational services through a digital education model at the beginning of the lockdown. The methodology consisted in a quantitative approach descriptive and cross-sectional design. The instrument was a survey with two sections (1) self-assessment and (2) self-ranking based on the digital education model. The results for 497 participants indicated higher scores on active learning and web conference digital skills. Evaluation is still a competence required to be reinforced by the faculty to incorporate a full transition into online learning. There seems to be an agreement about faculty readiness to implement different active learning strategies, despite being in a distance education model.Implications for practice* University leaders welcomed the self-assessment that faculty members performed on digital skills as it allowed them to adapt the training programs and designate staff teams to support the educators once classes restarted.* Educators implementing a digital education model should consider a planned and structured educational solution that is beyond the distance between learners and teachers, but an engaging environment for learning incorporating different technologies and active pedagogies.
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Collection:
Databases of international organizations
Database:
ProQuest Central
Language:
English
Journal:
Australasian Journal of Educational Technology
Year:
2021
Document Type:
Article
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