Occupational Stress and Health Outcomes Comparison of Faculty Teaching in Online, On-Ground, and Mixed Working Environments

Cameron, Ginger D.; Wagenfeld, Morty; Danawi, Hadi; Gordón, Mónica; Heick, Rebecca J.; Crommett, April D.

doi:10.1177/2373379916640549

Cited by 1 publication

(1 citation statement)

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“…Blended classes have an additional value for the educators. In a study of undergraduate education, instructors who taught online or hybrid courses reported less stress than those teaching solely in-person classes (Cameron et al, 2016).…”

Section: Lessons Learnedmentioning

confidence: 99%

Developing Online Modules for a “Health and Wellness” Course: Adapting Active Learning Strategies to the Online Environment

Kas-Osoka

Bradley

Coffman

et al. 2017

Pedagogy in Health Promotion

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In traditional learning environments, students learn from paying attention to the instructor and reading textbooks and other materials. Today, higher education is in a revolution of knowledge. With technology advancing at a fast pace and a large array of health information available on the Internet, educators must adapt to the changing environment and be creative in their approaches to student learning. Research in pedagogy indicates that students learn more and retain information longer if knowledge is acquired actively (Fink, 2003, 2013). Active learning refers to instructional methods that engage the students in the learning process; it can happen in the classroom and through online activities. To increase active learning, educators must add opportunities for reflection and application (Barkley, 2009; Fink, 2003). Active learning creates a learner-centered environment, influencing students to move beyond taking notes and memorizing course content. This environment strengthens the process of understanding the content, and most important, aids in developing critical thinking skills. The goal is to engage students in solving problems, discussing possible controversial aspects of the topics, making applications beyond the classroom, interacting with the content to create their own knowledge, and creating a self-paced learning environment (Lumpkin, Achen, & Dodd, 2015). In other words, higher education should evoke a paradigm shift that gives responsibility to students for their own knowledge creation. For instance, Grebennikov and Shah (2013) found that guided reading questions, the use of personal 750167P HPXXX10.

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Section: Lessons Learnedmentioning

confidence: 99%