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Teaching Development in Undergraduate Physiotherapy Students – heutagogy and lifelong learning. / Rogan, Slavko; Taeymans, Jan; Zinzen, Evert.

World Confederation for Physical Therapy Congress 2019, Geneva, Switzerland. 2019.

Research output: Chapter in Book/Report/Conference proceedingConference paperResearch

Harvard

Rogan, S, Taeymans, J & Zinzen, E 2019, Teaching Development in Undergraduate Physiotherapy Students – heutagogy and lifelong learning. in World Confederation for Physical Therapy Congress 2019, Geneva, Switzerland.

APA

Rogan, S., Taeymans, J., & Zinzen, E. (2019). Teaching Development in Undergraduate Physiotherapy Students – heutagogy and lifelong learning. Unpublished. In World Confederation for Physical Therapy Congress 2019, Geneva, Switzerland

Vancouver

Rogan S, Taeymans J, Zinzen E. Teaching Development in Undergraduate Physiotherapy Students – heutagogy and lifelong learning. In World Confederation for Physical Therapy Congress 2019, Geneva, Switzerland. 2019

Author

BibTeX

@inproceedings{acb50be9aa224a9a836f045407811491,
title = "Teaching Development in Undergraduate Physiotherapy Students – heutagogy and lifelong learning",
abstract = "Background: Frontal instruction plays a predominant role in undergraduate physiotherapy (UP) education and medicine education. This teaching method strives to convey bundled and targeted content, introduce new topics and highlight complex relationships. Yet with this type of instruction, students are {"}pushed{"} into a passive role rather than being actively engaged in the learning process.In a heutagogical approach, learners are highly autonomous and self-determined and shows the capability with the goal of producing active learners who are well-prepared for the complexities of daily living and workplace. The use of modern form of education in higher education such as blended learning (BL), or the use of modern technologies such as digital media (DM) and Web 2.0 can promote the active learning process among students. These tools has the capability to impart knowledge and new competences. Since most UP students today have early exposure to Web 2.0 and DM, it is logical to integrate new learning methods and technologies into the learning experience. And while an analysis of new potential methods and technologies is useful, the focus must still remain on the quality of teaching to ensure maximum efficacy. Purpose: The aim of this rapid review was to present the status quo of teaching method in UP to answer a broader question “what type of higher education method developed active learning processes in UP students?Methods: A rapid review was taken of systematic reviews that investigate teaching method that developed active learning process in UP students. Results: Teachers in a classroom setting should apply teaching techniques that correlate with the actual behavioral habits of the UP students. UP students from Generation Y (1981 – 1995) and Z (from 1996), are the generation most at ease with the Web 2.0, technology and social media, are now enrolling in higher education programs. Especially flipped classroom method, a form of BL are associated with gains in UP compared to frontal instruction. Conclusions: The use of flipped-classroom method incorporate Web 2.0 and DM proportions are recommended to promote active learning in UP students. Class time can be used by interacting with UP students, discussing related topic and providing real life examples. Implication: The research question can be answered as follows. It’s imperative that educational institutions consider the sociographic characteristics of potential UP learners in order to establish optimal learning conditions. This rapid review highlights that Web 2.0 and DM should implemented in flipped classroom method as teaching possibilities and apply ideal teaching methods for the newest generation of UP students.",
keywords = "blended learning, digital media, Web 2.0",
author = "Slavko Rogan and Jan Taeymans and Evert Zinzen",
year = "2019",
month = "5",
day = "10",
language = "English",
booktitle = "World Confederation for Physical Therapy Congress 2019, Geneva, Switzerland",

}

RIS

TY - GEN

T1 - Teaching Development in Undergraduate Physiotherapy Students – heutagogy and lifelong learning

AU - Rogan, Slavko

AU - Taeymans, Jan

AU - Zinzen, Evert

PY - 2019/5/10

Y1 - 2019/5/10

N2 - Background: Frontal instruction plays a predominant role in undergraduate physiotherapy (UP) education and medicine education. This teaching method strives to convey bundled and targeted content, introduce new topics and highlight complex relationships. Yet with this type of instruction, students are "pushed" into a passive role rather than being actively engaged in the learning process.In a heutagogical approach, learners are highly autonomous and self-determined and shows the capability with the goal of producing active learners who are well-prepared for the complexities of daily living and workplace. The use of modern form of education in higher education such as blended learning (BL), or the use of modern technologies such as digital media (DM) and Web 2.0 can promote the active learning process among students. These tools has the capability to impart knowledge and new competences. Since most UP students today have early exposure to Web 2.0 and DM, it is logical to integrate new learning methods and technologies into the learning experience. And while an analysis of new potential methods and technologies is useful, the focus must still remain on the quality of teaching to ensure maximum efficacy. Purpose: The aim of this rapid review was to present the status quo of teaching method in UP to answer a broader question “what type of higher education method developed active learning processes in UP students?Methods: A rapid review was taken of systematic reviews that investigate teaching method that developed active learning process in UP students. Results: Teachers in a classroom setting should apply teaching techniques that correlate with the actual behavioral habits of the UP students. UP students from Generation Y (1981 – 1995) and Z (from 1996), are the generation most at ease with the Web 2.0, technology and social media, are now enrolling in higher education programs. Especially flipped classroom method, a form of BL are associated with gains in UP compared to frontal instruction. Conclusions: The use of flipped-classroom method incorporate Web 2.0 and DM proportions are recommended to promote active learning in UP students. Class time can be used by interacting with UP students, discussing related topic and providing real life examples. Implication: The research question can be answered as follows. It’s imperative that educational institutions consider the sociographic characteristics of potential UP learners in order to establish optimal learning conditions. This rapid review highlights that Web 2.0 and DM should implemented in flipped classroom method as teaching possibilities and apply ideal teaching methods for the newest generation of UP students.

AB - Background: Frontal instruction plays a predominant role in undergraduate physiotherapy (UP) education and medicine education. This teaching method strives to convey bundled and targeted content, introduce new topics and highlight complex relationships. Yet with this type of instruction, students are "pushed" into a passive role rather than being actively engaged in the learning process.In a heutagogical approach, learners are highly autonomous and self-determined and shows the capability with the goal of producing active learners who are well-prepared for the complexities of daily living and workplace. The use of modern form of education in higher education such as blended learning (BL), or the use of modern technologies such as digital media (DM) and Web 2.0 can promote the active learning process among students. These tools has the capability to impart knowledge and new competences. Since most UP students today have early exposure to Web 2.0 and DM, it is logical to integrate new learning methods and technologies into the learning experience. And while an analysis of new potential methods and technologies is useful, the focus must still remain on the quality of teaching to ensure maximum efficacy. Purpose: The aim of this rapid review was to present the status quo of teaching method in UP to answer a broader question “what type of higher education method developed active learning processes in UP students?Methods: A rapid review was taken of systematic reviews that investigate teaching method that developed active learning process in UP students. Results: Teachers in a classroom setting should apply teaching techniques that correlate with the actual behavioral habits of the UP students. UP students from Generation Y (1981 – 1995) and Z (from 1996), are the generation most at ease with the Web 2.0, technology and social media, are now enrolling in higher education programs. Especially flipped classroom method, a form of BL are associated with gains in UP compared to frontal instruction. Conclusions: The use of flipped-classroom method incorporate Web 2.0 and DM proportions are recommended to promote active learning in UP students. Class time can be used by interacting with UP students, discussing related topic and providing real life examples. Implication: The research question can be answered as follows. It’s imperative that educational institutions consider the sociographic characteristics of potential UP learners in order to establish optimal learning conditions. This rapid review highlights that Web 2.0 and DM should implemented in flipped classroom method as teaching possibilities and apply ideal teaching methods for the newest generation of UP students.

KW - blended learning

KW - digital media

KW - Web 2.0

M3 - Conference paper

BT - World Confederation for Physical Therapy Congress 2019, Geneva, Switzerland

ER -

ID: 43922099