Virtual paediatrics: what COVID-19 has taught us about online learning

被引:3
|
作者
Johnston, Rebecca [1 ,2 ]
Sen, Camilla [1 ,3 ]
Baki, Yasmin [1 ,2 ,3 ]
机构
[1] UCL, Med Sch, London, England
[2] Whittington Hosp, Paediat Dept, London, England
[3] Univ Coll London Hosp NHS Fdn Trust, Paediat, London, England
关键词
COVID-19; information technology; qualitative research;
D O I
10.1136/archdischild-2020-321051
中图分类号
R72 [儿科学];
学科分类号
100202 ;
摘要
Online learning, unlike traditional learning from face-to-face lectures, tutorials, ward rounds and private study of published materials, involves the use of internet-based technology to deliver educational content. Terms such as online learning, e-learning, web-based learning and distant learning are often used synonymously without clear distinction.1 Online learning can stand alone or be part of a blended model in which online content supplements face-to-face interactions. Content can be delivered synchronously (live video conferencing and chat rooms) or asynchronously (prerecorded lectures, podcasts, blogs and forums) with considerable variation in interactive and responsive content. © Author(s) (or their employer(s)) 2022. No commercial re-use. See rights and permissions. Published by BMJ.
引用
收藏
页码:125 / 129
页数:5
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