Abstract Manager

Facilitated and Dedicated Poster

LP15 - 01

Accept

I declare I have no actual or potential conflict of interest in relation to this program.

STRUGGLING TO TRANSITION FROM IN-PERSON TO VIRTUAL LEARNING ENVIRONMENTS? The rules for engagement in face-to-face learning environments are typically well established, but in online learning are not quite so clear. Establishing netiquette can be limited by lack of time, lack of knowledge, privacy, accessibility and inclusivity considerations, many of which can be mediated by facilitated discussion, consensus building and collaborative/creative solutions. Click on our presentation to learn more.

no

General Call (Workshop, Oral Presentation, Poster Presentation)

Oral

Education Innovation

Resident

yes

Development of Netiquette (online etiquette) for resident academic half day

The current pandemic has caused a rapid shift to "emergency" online teaching particularly in synchronous (webinar) environments, with limited preparation of teachers and learners. Face to face learning rules are typically well established from an early age, but in online learning are not quite so clear. Establishing netiquette, or online learning rules such as webcam usage and communication methods, can be limited by lack of time, lack of knowledge, privacy, accessibility and inclusivity considerations, many of which can be mediated by facilitated discussion, consensus building and collaborative/creative solutions.

Rooted in Garrison's community of inquiry framework, this initiative outlines an approach that can be considered when developing netiquette amongst a learner group that is meeting frequently over time. Learners (in this case medical residents) were presented with netiquette considerations, followed by discussion, online voting, and development of a moderator guide for working with invited speakers. 69% of residents felt that a reasonable percentage of face-time (i.e. webcam on) to strive for during synchronous teaching sessions was greater than 50% of the allotted time. 62% agreed to use non-verbal feedback to identify their status. 69% felt that an ideal virtual break was 10 minutes. Polling questions and breakout rooms were the preferred methods of utilizing interactivity to maintain engagement.

This approach and associated resources may be helpful in establishing netiquette for learner groups transitioning to online environments, particularly in a PGME context. References 1. Watermeyer et al. Higher Education. Jun 2020. 2. Garrison et al. Internet and Higher Education 13 (2010) 5-9 3. D'Alesandro, M. Nurse Educator. 45 (5):243-247.

Synchronous learning/ webinars

Netiquette (online etiquette)

co-facilitation and moderation

Post Graduate

Teaching and learning

Distributed Medical Education

Postgraduate

Yes

Yes

Yes

Yes

Yes