Open AccessJournal Article
Highly Relevant Mentoring (HRM) as a Faculty Development Model for Web-Based Instruction.
TL;DR: In this paper, the highly relevant mentoring (HRM) model is proposed for teaching web-based courses, which includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach webbased courses.
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Abstract: This paper describes a faculty development model called the highly relevant mentoring (HRM) model; the model includes a framework as well as some practical strategies for meeting the professional development needs of faculty who teach web-based courses. The paper further emphasizes the need for faculty and administrative buy-in for HRM and examines relevant theories that may be used to guide HRM in web-based teaching environments. \n \nOf note is that HRM was conceived by the instructional design staff who contributed to this paper before the concept of high impact mentoring appeared in the recent literature (2009). While the model is appropriate in various disciplines and professions, the examples and scenarios provided are drawn from a Canadian university’s experience of using HRM, in conjunction with a pedagogical approach called ICARE, in a variety of nursing courses and programs. \n \n \nCet article decrit un modele de formation du personnel enseignant intitule « highly relevant mentoring (HRM) » (mentorat haute efficacite); ce modele comprend une structure et des strategies pratiques visant a combler les besoins en formation du corps professoral d’une faculte offrant des cours en reseau. L’article souligne la necessite d’un appui facultaire et administratif au HRM et etudie les theories pertinentes pouvant servir a guider le HRM dans des milieux d’enseignement en reseau. \n \nOn notera que le HRM a ete concu par l’equipe de conception de materiel pedagogique qui a contribue a cet article avant l’apparition, dans les publications recentes (2009), du concept de « high impact mentoring » (mentorat a haut rendement). Bien que ce dernier modele convienne a diverses disciplines et professions, les exemples et les scenarios fournis ici sont tires de l’experience d’utilisation du HRM dans une universite canadienne, conjointement a une approche pedagogique appelee ICARE, dans une variete de cours et de programmes de sciences infirmieres.
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Citations
A literature review of mentorship programs in academic nursing.
TL;DR: It is apparent that mentorship models and mentorship components look different in every setting with no empirical evidence that one mentorship model is more effective than another, and understanding the benefits and shortcomings of various mentoring components can help ensure scarce resources are invested in the most effective mentorship strategies.
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Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning
Lorraine Carter,Vince Salyers,Sue Myers,Carol Hipfner,Caroline Hoffart,Christa MacLean,Kathy White,Theresa Matus,Vivian Forssman,Penelope Barrett +9 more
TL;DR: The Meaningful E-Learning (MEL) project as discussed by the authors was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning.
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The Use of Scaffolding and Interactive Learning Strategies in Online Courses for Working Nurses: Implications for Adult and Online Education
TL;DR: This paper reviews the foundational litera- ture of contemporary e-learning, with a focus on scaffolding, instructional design, and engagement, and reflects on the use of engagement strategies for the purposes of discourse and learning in a different online nursing context.
A Model for Meaningful E-Learning at Canadian Universities
Lorraine Carter,Vince Salyers +1 more
- 01 Jan 2017
TL;DR: In this paper, the authors explore four themes derived from the Meaningful E-Learning or MEL project and represented by the acronym HIDI (human interaction, IT support, design, and institutional support) in relation to three e-learning scenarios.
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An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs
TL;DR: The perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined.
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Non-formal learning and tacit knowledge in professional work
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