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Informed Design of Educational Activities in Online Learning Communities

Informed Design of Educational Activities in Online Learning Communities

Urban Carlén, Berner Lindström
Copyright: © 2012 |Pages: 17
ISBN13: 9781613500804|ISBN10: 1613500807|EISBN13: 9781613500811
DOI: 10.4018/978-1-61350-080-4.ch007
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MLA

Carlén, Urban, and Berner Lindström. "Informed Design of Educational Activities in Online Learning Communities." Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, edited by Anders D. Olofsson and J. Ola Lindberg, IGI Global, 2012, pp. 118-134. https://doi.org/10.4018/978-1-61350-080-4.ch007

APA

Carlén, U. & Lindström, B. (2012). Informed Design of Educational Activities in Online Learning Communities. In A. Olofsson & J. Lindberg (Eds.), Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching (pp. 118-134). IGI Global. https://doi.org/10.4018/978-1-61350-080-4.ch007

Chicago

Carlén, Urban, and Berner Lindström. "Informed Design of Educational Activities in Online Learning Communities." In Informed Design of Educational Technologies in Higher Education: Enhanced Learning and Teaching, edited by Anders D. Olofsson and J. Ola Lindberg, 118-134. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-080-4.ch007

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Abstract

The aim of this chapter is to sketch design implications for organizing online educational activities in higher education that will intentionally engage medical students and professionals in the field together. When using an online forum, which is already embedded in the work practice, participants can build an online learning community (OLC) to discuss specialist subjects. This chapter is based on findings derived from a larger case study about participation in a professional OLC in general medicine. The proposal of an educational activity will complement numerous online activities with a more structured form of learning. As long as participants are challenged in learning about the specialist subject, they will contribute to the collective account. Online participation can be one way to foster students in becoming doctors. Together with qualified professionals, medicine students can create and sustain relationships over their professional careers.

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