An e-learning model that is grounded within a constructivist framework and defined by five interrelated dimensions that, in concert, create a high-quality e-learning experience: superior structure; three consumer demands of content, delivery, and service; and learner outcomes.
Published in Chapter:
A Collaborative Approach for Online Dementia Care Training
Colla MacDonald (University of Ottawa, Canada), Emma J. Stodel (Learning 4 Excellence, Canada), Lynn Casimiro (University of Ottawa, Canada), and Lynda Weaver (SCO Health Service, Canada)
Copyright: © 2008
|Pages: 7
DOI: 10.4018/978-1-59904-889-5.ch031
Abstract
There are obvious benefits to working in collaboration. However, real collaboration takes time; time to engage in meetings, complete accountability processes, and resolve problems. The delicate balance between democracy and efficiency can be compromised when you have to choose between equal participation and looming deadlines (Stoecker, 2003). Weaver and Cousins (2004) described this dilemma as assessing manageability or having to make a choice between achieving complete diversity on the researcher-community team and the unwieldiness of working with a large committee. Compromise is often necessary. This article describes our experiences using a collaborative approach involving university-based researchers and community professionals—in this case, long-term care (LTC) managers, administrators, and hospital-based educators and researchers—to create an online dementia care training program.