東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

What are Best Practices to Teach Ort...

Volansky, Kerry J.

Linked to FindBook

Google Book

Amazon

博客來

What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?

Record Type:	Electronic resources : Monograph/item
Title/Author:	What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?/
Author:	Volansky, Kerry J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	164 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: B.
Contained By:	Dissertations Abstracts International81-06B.
Subject:	Technology education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27552960
ISBN:	9781687950680

What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?
Volansky, Kerry J.

What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment? - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 164 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: B.

Thesis (Ed.D.)--The University of Findlay, 2019.

This item must not be sold to any third party vendors.

Despite the proliferation of online teaching and learning in physical therapy (PT) education, there is a gap that describes best practices used to teach orthopedic "hands-on" skills. The purpose of this study was to discover the resources used, current and emerging instructional methods, faculty perceptions, and a list of best practices for PT educators. A national survey and personal interviews gathered information. The findings suggest faculty used an assortment of resources and instructional methods in a variety of ways. There were benefits and challenges for faculty and students. The data generated a list of best practices, which consisted of a tangible list of pre-class activities and face-to-face instructional methods. Additional research can help faculty make informed decisions based on evidence, feasibility, and availability of technologies. As blended learning continues to evolve, time and monies allocated for instructional design coursework, mentorship, and peer review can support interested faculty.

ISBN: 9781687950680Subjects--Topical Terms:

3423978
Technology education.
Subjects--Index Terms:

Blended learning

What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?
LDR:02419nmm a2200469 4500 001 2282493
005 20211012150141.5
008 220723s2019 ||||||||||||||||| ||eng d
020 $a 9781687950680
035 $a (MiAaPQ)AAI27552960
035 $a (MiAaPQ)OhioLINKfindlay1564912951811945
035 $a AAI27552960
040 $a MiAaPQ $c MiAaPQ
100 1 $a Volansky, Kerry J. $3 3561295
245 1 0 $a What are Best Practices to Teach Orthopedic Psychomotor Skills in an Online Environment?
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 164 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: B.
502 $a Thesis (Ed.D.)--The University of Findlay, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Despite the proliferation of online teaching and learning in physical therapy (PT) education, there is a gap that describes best practices used to teach orthopedic "hands-on" skills. The purpose of this study was to discover the resources used, current and emerging instructional methods, faculty perceptions, and a list of best practices for PT educators. A national survey and personal interviews gathered information. The findings suggest faculty used an assortment of resources and instructional methods in a variety of ways. There were benefits and challenges for faculty and students. The data generated a list of best practices, which consisted of a tangible list of pre-class activities and face-to-face instructional methods. Additional research can help faculty make informed decisions based on evidence, feasibility, and availability of technologies. As blended learning continues to evolve, time and monies allocated for instructional design coursework, mentorship, and peer review can support interested faculty.
590 $a School code: 1610.
650 4 $a Technology education. $3 3423978
650 4 $a Higher education. $3 641065
650 4 $a Physical therapy. $3 588713
650 4 $a Health sciences. $3 3168359
650 4 $a Health education. $3 559086
650 4 $a Information technology. $3 532993
650 4 $a Pedagogy. $3 2122828
650 4 $a Curriculum development. $3 684418
650 4 $a Instructional design. $3 3172279
650 4 $a Medical personnel. $2 itrt. $3 774747
653 $a Blended learning
653 $a Physical therapy
653 $a Hands-on skills
653 $a Online teaching
653 $a Physical therapy education
653 $a Instructional methods
690 $a 0710
690 $a 0680
690 $a 0566
690 $a 0745
690 $a 0382
690 $a 0489
690 $a 0456
690 $a 0207
690 $a 0447
690 $a 0727
710 2 $a The University of Findlay. $b Education. $3 3287669
773 0 $t Dissertations Abstracts International $g 81-06B.
790 $a 1610
791 $a Ed.D.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27552960