title: On-line interprofessional learning: introducing constructivism through enquiry-based learning and peer review.
abstract: Interest in on-line methods of learning has accelerated in recent years. There has also been an interest in developing student-centred approaches to learning and interprofessional education. This paper illustrates the issues in designing a large (more than 700 students), on-line, inter-professional module for third year, undergraduate students drawn from nine professional healthcare courses and from four campus sites. It uses an enquiry-based learning approach. The learning theories of Piaget, Vygotsky and Schön are integrated with the on-line frameworks of Salmon and Collis et al., together with conclusions drawn from the literature and our own experiences, to produce a design that encourages students to learn through participation, re-iteration, peer-review and reflection. Consideration is given to improving student motivation and attitudes towards change, both in the design and the delivery of the module.
authors.affiliation: Faculty of Health and Social Care, University of West of England, Bristol BS16 1DD, UK. Matthew.hughes@uwe.ac.uk
authors.forename: Matthew
authors.initials: M
authors.lastname: Hughes
authors.forename: Susie
authors.initials: S
authors.lastname: Ventura
authors.forename: Mark
authors.initials: M
authors.lastname: Dando
mesh_terms: D003479:Curriculum; D004739:England; D006126:Group Processes; D006801:Humans; D007400:Interprofessional Relations; D009862:Online Systems / Q000706:statistics & numerical data*; D010380:Peer Review; D018794:Problem-Based Learning / Q000379:methods*; D013663:Teaching / Q000379:methods*; D006113:United Kingdom