Abstract
This chapter offers concepts to leverage experiential learning in electronic (e-) and mobile (m-) learning environments with examples from talent development and allied telehealth disciplines. Learning goals need to cater to increasingly complex and ever-changing contexts. Experiential learning can deliver such outcomes in a digital world. E-learning and m-learning cater to the needs of learners who seek dynamic, interactive, multimodal, situated, and personalized learning. How do we incorporate experiential features in e-/m-learning talent development, sport, allied health training, and other workplace contexts? The authors weave the learnings from pilot and action research projects, as well as from real world examples to apply a model of experiential learning for e-/m-learning environments. The model will help learners critically evaluate learning applications in digital environments with tools to design their own experiential learning for e-/m-blended, a/synchronous learning environments.
TopIntroduction
This chapter utilizes the Joshi-Mentor experiential learning model (2018) elucidating the application of experiential learning via virtual computer technologies. Presently, hardly any aspect of life is left untouched by technology, and more so now with the ubiquity of mobile phones and forced shift to more online involvement and engagement, due to the COVID-19 pandemic. The intentional shift to virtual engagement has gradually become a norm for many individuals and organisations, and more so during the pandemic. That will continue post-pandemic, as more and more people have become accustomed to the benefits and advantages of online communication and engagement. During the various stages of lockdown, because of the pandemic, and which some countries still find themselves in, workers, students and faculty are continuing to work from home and other remote locations. Thanks to computer and mobile technologies, so too are sport and exercise science practitioners, biokineticists, physiotherapists and other sport, recreation, and medical health practitioners.
With an increase in online engagement in the aforementioned fields, telehealth grew in adoption and practice to also become the order of the day. Continuing to serve people with needs ranging from functional training for daily living or sport to professional treatment in physiotherapy for back pain, exercise therapy for cardiovascular rehabilitation and recovery after a health incident. This also extends into other professions, such as nursing, for promoting healthy habits and healing to help with the reintegration of affected individuals to normal self-care, while checking on and seeing to patients’ needs. Leveraging computer and mobile technology to move from the phases of (1) acute and chronic rehabilitation and management, (2) integration into daily living, and finally (3) to independent life-long self-care are some of the hallmarks of the technology. Consequently, computer-mediated engagement offered accessibility, advanced mobility, and allowed people to experience learning in provision of the three phases shared above that fall within the scope of biokineticists, physiotherapists and other sport, recreation, and medical health practitioners who strive towards for their patients and the people they support.
We have progressed quite substantially from using computer and mobile technology for just interpersonal communication in the early 1990’s. Currently, the affordances of the technology enable cultivating and maintaining social connectedness through mobile engagement, accessing entertainment and learning, to virtually hailing a ride or ordering groceries. Inevitably, the technology has been extended into learning about and managing our exercise habits and health needs through wearable technological devices. More importantly, using computer technology, with the help of professionals, has supported our health and well-being through telehealth. Mobile and computer-based learning continues to offer innovative and revolutionary learning opportunities in multiple environments (Mentor, 2018). Through using mobile technology, many universities, workplaces, as well as various medical and allied health professionals worldwide are incorporating technology-based learning and support to extend their footprint and enhance their reach to students, patients, and people in need of health support, irrespective of boundaries of time and geography.
This chapter acknowledges that many adult educators in schools and workplaces try to comprehend e-/m-learning through traditional education models. We believe that conceptualizing computer-mediated telehealth learning that is rooted in experiential learning, will be of great support to educators, health educators, and health professionals, who are looking to embrace computer-based support and learning opportunities, from a lens with which they are philosophically aligned.
This chapter shows how telehealth computer-based learning and support is evolving beyond the conventional presentation of a static, mono-directional approach. It also presents theories, research, as well as practical pedagogical and andragogical examples. The chapter will highlight that despite the evolution of mobile and eLearning, telehealth and computer-based learning still needs to become more versatile in a multi-dimensional and multi-screen world.
Key Terms in this Chapter
Telehealth, Telemedicine, or M-Health: Are terms used interchangeably, as a subset of e-health, and refer to the use of technology to provide health care through the internet or telecommunications by using a variety of telecommunication devices, including computers, telephones, smartphones, and mobile wireless devices, with or without a video connection.
Experiential Learning Cycle: Developed by David Kolb, an American educational theorist credited with a popular model of learning through experience and learning styles.
Transformative Learning: Learning that requires going beyond information and knowledge and challenging the assumptions based on which knowledge is based leading to new perspectives and approaches.
E-Learning: Conventionally refers to learning through online platforms and computers. Could be a tethered computer to a desk or un-tethered in the form of a laptop.
Allied Health: Allied health are professionals who work to prevent, diagnose, as well as treat diseases and illnesses, while also applying scientific principles and evidence-based practices, they provide a range of diagnostic, technical, therapeutic, support services, management, and administration skills to assist patients as well as health care systems.
Learning Style: Refers to the idea that learners differ from each other in the way they prefer to learn or learn better. There are quite a few conceptualizations of learning styles and preferences including Kolb’s Learning styles.
M-Learning: Learning offered via mobile devices and/or learning happening for a mobile learner.
Mindfulness: The phenomenon of being present to ones here and now thoughts, feelings, sensations and actions.
Biokinetics: Is an allied health discipline, like physiotherapy and occupational therapy, that is focused on using scientifically prescribed and supervised exercise for preventative, curative, and rehabilitative health care.
Instrumental Learning: Also called Technical Learning. Refers to learning leading to getting information that helps carry out tasks in a pre-defined manner using a set of instructions and skills.