Technology-mediated learning in physiotherapy education: the social construction of practice knowledge.

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dc.contributor.authorFrantz, Jose M.
dc.contributor.authorRowe, Michael
dc.date.accessioned2015-10-20T07:55:12Z
dc.date.available2015-10-20T07:55:12Z
dc.date.issued2013
dc.description.abstractClinical practice is complex, requiring practitioners to interpret a diverse range of inter-related variables in order to make clinical decisions as part of patient management. This process is often intuitive and therefore hidden from students and less experienced clinicians, making the cognitive processes that inform clinical decision-making difficult to learn. In addition, educators still emphasise the learning of knowledge and skills through didactic teaching methods, such as lectures, in which students are passive “recipients” of knowledge. Unless physiotherapy educators design activities that aim to induct students into the professional culture and help them to develop ways of thinking and being that go beyond knowledge and skills, our students will continue to struggle with clinical reasoning. In this position paper, we argue that the careful integration of technology as an adjunct to traditional lectures can be used to facilitate discussion and interaction as a way of developing practice knowledge in students. This leads to higher cognitive functioning as it provides the means by which learners construct their own personally meaningful understanding of the world through interaction with others. The promise of technology in physiotherapy education lies in its ability to create transformative learning experiences through enhanced communication that is mediated by more experienced teachers or peers. If technology is used to enhance the learning environment by providing richer and more meaningful platforms for communication and discussion, it may have a role to play in the social construction of knowledge as part of contextualised learning spaces.en_US
dc.description.accreditationDepartment of HE and Training approved listen_US
dc.identifier.citationFrantz, J. and Rowe, M. (2013) Technology-mediated learning in physiotherapy education: the social construction of practice knowledge. South African Journal of Physiotherapy, 69(3): 9-12
dc.identifier.issn0379-6175
dc.identifier.urihttp://hdl.handle.net/10566/1812
dc.language.isoenen_US
dc.privacy.showsubmitterfalse
dc.publisherAosis Publishingen_US
dc.rightsAuthor can archive post-print (ie final draft post-refereeing) ; Author can archive publisher's version/PDF General Conditions: Authors retain copyright Creative Commons Attribution License 3.0 Publisher's version/PDF may be used
dc.source.urihttp://dx.doi.org/doi:10.4102/sajp.v69i3.27
dc.status.ispeerreviewedtrue
dc.subjectClinical practiceen_US
dc.subjectCognitive processesen_US
dc.subjectTechnology integrationen_US
dc.subjectPhysiotherapy educationen_US
dc.subjectTransformative learningen_US
dc.subjectBlended learningen_US
dc.subjecte-Pedagogy
dc.titleTechnology-mediated learning in physiotherapy education: the social construction of practice knowledge.en_US
dc.typeArticleen_US

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Research Articles (Physiotherapy)
Prof. Josè Frantz
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