Methods to Improve Teaching Interdisciplinary Teamwork through Computer Conferencing

This investigation evaluated how initiatives that oriented learners to the virtual classroom and faculty feedback that promot increased scholar interaction affected teaching teamwork skills in a 6-week, interdisciplinary health professions module results from a control group were compared with those from an experimental assemblage that had greater technical support, a print-based research guide, enhanced faculty guidance, and weekly grades rewarding learner interaction. Two researchers independently recorded the number of messages each learner wrote and coded faculty message satisfied A t test compared the difference in students' pretest and posttest scores upon the Interdisciplinary Education Perception Scale (IEPS) between clumps Fisher exact test was used to compare the total scholar messages, total faculty messages by team, and faculty message satisfied between modules. The experimental collection had greater IEPS belief changes and more faculty messages through team but no difference in total pupil postings. Faculty messages in the experimental collection contained fewer vague messages and more messages containing introductions, restated assignments, reinforcement, and technical information. Providing learners with resources to aid their orientation to the virtual classroom and coaching faculty to increase pupil interaction improved learning outcomes. Faculty messages that restated assignments and contained reinforcement, introductions, and technical information impacted pupil participation the most. J Allied Health 2005; 34:169-176

TEACHING INTERDISCIPLINARY TEAMWORK requires that scholars from different health care disciplines interact with individual another within the context of their professional disciplines. pupils learn about one another's professions and discover that other professionals are real race who are as caring as themselves.1 Despite its substantial benefits, belonging to all hurdles to teaching interdisciplinary skills are thronged curricula, bringing students from varied disciplines together at the same time and place, faculty support, faculty attitude, financial constraints, and support in clinical settings.1 Weaving an interdisciplinary teamwork module into an existing disciplinary course is single model that requires no additional credit hours.2 Using asynchronous computer conferencing as a communication medium further minimizes scheduling difficulties.

Computer conferencing allows clump discussion from anywhere Internet access is available. pupils gain flexibility in timing their participation. They also have more time to set up and reflect on their contributions in comparison with traditional classroom discussions,3,4 affording the opportunity to extract deeper meanings.5 Online discussions aid involvement among students and between pupils and faculty because every learner has an opportunity to contribute to the discussion. Thus, discussions are more democratic.4 learner involvement in online discussions is enhanced when pupils from heterogeneous groups participate.6 The diverse backgrounds of multidisciplinary team members provide a fertile environment for varied perspectives and lively discussions. In a comparison with traditional classroom settings, Swan et al. lay the foundation of that during online instruction, pupils perceived their level of interaction with instructors, mates and course materials as high or higher.5

Student satisfaction with computer conferencing has been associated with greater horizontals of peer interaction, instructor interaction, feelings of social presence7 percentage of course grade associated with discussions,8,9 and overall activity within the course.5 Greater learning has been associated with increased equal interaction, instructor interaction,9,10 and overall activity within the course.5,11 However, learners believed they learned less when instructors based grades upon group work.5 Several investigators have give an inkling ofed grading individual student messages based upon the degree to which the message contributes meaningfully to the team's discussion.12,13 Individual grading rewards and supports peer interaction.14

The virtual classroom can be disorienting.5 scholars might have difficulty understanding the relationship of course constitutings locating course materials, and understanding expectations for assignments. Also, online instruction imposes greater responsibilities upon the student.2,10 Faculty cannot rejoin to a student's confused expression. Rather, learners need the motivation and confidence to ask and clearly articulate their questions.4 During the early phases of the course, pupils may find it difficult to ask questions in their virtual classrooms. Therefore, faculty ne to establish a safe and inviting environment through providing extra doses of support and encouragement.12 Faculty also ne support for computer conferencing to be lucky In addition to institutional and technical support, faculty ne to learn online pedagogy with equal reason that they can effectively engage learners and direct discussions.12