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A longitudinal study of facilitating medical students’ stepwise transformation from face-to-face to distance learners
Umeå universitet, Pedagogiska institutionen.
Umeå universitet, Pedagogiska institutionen.
2015 (English)In: Transformative curriculum design in health sciences education / [ed] Colleen Halupa, Hershey, PA: IGI Global , 2015, 235-247 p.Chapter in book (Refereed)
Abstract [en]

This chapter focuses on medical students’ experiences in transforming from faceto-faceto distance learners in a Swedish regionalized medical program (RMP).One group of students (n=100) were followed during six semesters through surveys,log data, observations, and in-depth interviews. A research model built on theCultural-Historical Activity Theory (CHAT), including the notion of dominant andnon-dominant activities, was used in order to identify factors that influence students’stepwise transformation from face-to-face to distance learners. The analysis containsthe investigation of pedagogical, institutional, and historically grounded conflictsthat seem to inhibit medical students from making a complete transformation todistance learners. By going deeper into the analysis of transitional actions, whichseems to help in solving conflicts, the chapter discusses implications to facilitatingmedical students’ future transformation from face-to-face to distance learners.These implications are examples of curriculum redesigns, such as new educationaldesigns and integration of technology and pedagogy in the curriculum.

Place, publisher, year, edition, pages
Hershey, PA: IGI Global , 2015. 235-247 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-30004DOI: 10.4018/978-1-4666-8571-0.ch009ISBN: 9781466685710 (print)OAI: oai:DiVA.org:miun-30004DiVA: diva2:1072107
Available from: 2015-06-11 Created: 2017-02-07 Last updated: 2017-02-15Bibliographically approved

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Citation style
  • apa
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  • asciidoc
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