TY - CHAP
T1 - Swift Preparation for Online Teaching During the Pandemic
T2 - Experience Sharing from Healthcare Teaching in Hong Kong
AU - Ngai, Shirley
AU - Cheung, Raymond
AU - Ng, Shamay
AU - Woo, Alexander
AU - Chik, Pakey
AU - Tsang, Hector
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
PY - 2022/11/24
Y1 - 2022/11/24
N2 - Online education has been developing for many years now across the world, but is not without its challenges. Organizational, personal and attitudinal factors may deter some staff from making the transition to online teaching. When we consider healthcare education, the barriers to the adoption of online methods are specifically related to the nature of the curricula involved. Hands-on practical skills training is one essential component in healthcare education that is not easily addressed by simply going online. With the impact of the pandemic, teaching staff of our affiliated healthcare programmes at the Hong Kong Polytechnic University faced huge difficulties in redesigning their content for practical teaching in an online mode. Some of them adopted synchronous practical demonstrations, interspersed with discussion activities, while others used various teaching pedagogies to support active learning online. All of our staff aimed to strengthen the foundation of the students’ knowledge while supporting them to keep practising their hands-on skills so that they would be able to master practical tasks when face-to-face teaching resumed. Such a sudden and swift change from face-to-face teaching to an online delivery mode had a great impact on both teaching staff and students, forcing them to step out of their comfort zone to adopt new online learning methods. The change also challenged instructors to explore other teaching approaches and introduce tools specifically for online teaching and learning, adopting the Technology Pedagogical Content Knowledge (TPCK) framework (Mishra & Koehler, 2006) P, Koehler MJ, Teach Coll Rec 108(6):1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x, 2006). This chapter offers the opportunity to pause and reflect on the continuous professional learning and development (CPLD) challenges that our healthcare educators faced and how these challenges were addressed, drawing on the lessons learned from the COVID-19 context to support future planning of CPLD provision for our staff.
AB - Online education has been developing for many years now across the world, but is not without its challenges. Organizational, personal and attitudinal factors may deter some staff from making the transition to online teaching. When we consider healthcare education, the barriers to the adoption of online methods are specifically related to the nature of the curricula involved. Hands-on practical skills training is one essential component in healthcare education that is not easily addressed by simply going online. With the impact of the pandemic, teaching staff of our affiliated healthcare programmes at the Hong Kong Polytechnic University faced huge difficulties in redesigning their content for practical teaching in an online mode. Some of them adopted synchronous practical demonstrations, interspersed with discussion activities, while others used various teaching pedagogies to support active learning online. All of our staff aimed to strengthen the foundation of the students’ knowledge while supporting them to keep practising their hands-on skills so that they would be able to master practical tasks when face-to-face teaching resumed. Such a sudden and swift change from face-to-face teaching to an online delivery mode had a great impact on both teaching staff and students, forcing them to step out of their comfort zone to adopt new online learning methods. The change also challenged instructors to explore other teaching approaches and introduce tools specifically for online teaching and learning, adopting the Technology Pedagogical Content Knowledge (TPCK) framework (Mishra & Koehler, 2006) P, Koehler MJ, Teach Coll Rec 108(6):1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x, 2006). This chapter offers the opportunity to pause and reflect on the continuous professional learning and development (CPLD) challenges that our healthcare educators faced and how these challenges were addressed, drawing on the lessons learned from the COVID-19 context to support future planning of CPLD provision for our staff.
KW - Continuing professional learning and development
KW - COVID-19
KW - Healthcare education
KW - Higher education
KW - Online teaching
KW - TPCK
UR - http://www.scopus.com/inward/record.url?scp=85142755529&partnerID=8YFLogxK
U2 - 10.1007/978-981-19-5587-7_9
DO - 10.1007/978-981-19-5587-7_9
M3 - Chapter in an edited book (as author)
AN - SCOPUS:85142755529
T3 - Professional and Practice-based Learning
SP - 111
EP - 129
BT - Professional and Practice-based Learning
PB - Springer Science and Business Media B.V.
ER -