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Designing a Distance Curriculum to Harness the Potential of Asynchronous Computer Conferencing: an Example from a Masters Programme in Continuing Professional Development (CPD).
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Jordan, G. & Ryan, M. (1999). Designing a Distance Curriculum to Harness the Potential of Asynchronous Computer Conferencing: an Example from a Masters Programme in Continuing Professional Development (CPD). In B. Collis & R. Oliver (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999 (pp. 963-968). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6610.
There are many reasons why an adult may choose to undertake a distance programme and in recent years there has been considerable interest in off-campus learning and an increase in the availability of such opportunities. The University of Greenwich (UK), a long time provider of distance learning opportunities, is offering, through its School of Health in the Faculty of Human Sciences, an MSc. in Continuing Professional Development (CPD) for health professionals. Computer Mediated Communication (CMC) is at the core of the curriculum process in which off-line, asynchronous conferencing ensures participants have opportunities for critical evaluation and reflection before formulating and sending considered responses. This paper considers elements of the curriculum design in order to reveal the extent to which the embedding of communications technology has provided a unique teaching and learning experience. It will demonstrate how a multi-disciplinary group of health professionals are working collaboratively at a distance, through computer conferencing, to enhance both individual and professional development.
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