Virtually present: The perceived impact of remote facilitation on small group learning

Abstract

Background: The engagement of facilitators located remotely for small group learning has received little research attention. However, this approach could increase the pool of experts for small group learning, thus addressing challenges to sustainability faced by in-person models of small group facilitation. Aim: The objective of this study was to describe the experiences and perceptions of students regarding the use of remote facilitation for small group learning in a health education setting. Methods: This qualitative study involved three focus groups (n ¼ 16) composed of students in the advanced neuromusculoskeletal teaching unit in the University of Toronto, Department of Physical Therapy. Focus groups were audio-taped and transcribed verbatim, and data were analyzed thematically. Results: Three main influences emerged related to the experiences of students regarding the use of remote facilitation for small group learning in a health education setting: technology (including audio and visual), facilitator (including quality of facilitation and facilitator expertise), and group dynamics (including ground rules, roles and responsibilities, and learning style). Each of these influences acted independently and interdependently to shape participants' perceptions. Conclusion: This study prompts a widening of the concept of distance learning to also include distance teaching, which may have wide applicability to health profession programs.

Remote assistive technology training in Newfoundland and Labrador’s rural schools: Is there a need? | Perceptions des enseignants quant au besoin de formation en technologie d’assistance dans les écoles rurales de Terre-Neuve et du Labrador

“…A NL study around rural communities found that technology allowed for ways for community to come together, individuals to take on leadership/supervisory roles, and there was excitement for using it to take courses and learn new skills (Clover, 2007). Such online, facilitated workshops should include careful planning around technology itself as well as its implementation (e.g., set-up of space, carefully chosen facilitator, group dynamics; Davies, Yeung, Mori, & Nixon, 2012). Space for communication (e.g., a collaborative live chat feature) acting, reflecting, thinking and feeling-and to take charge of learning (Kolb 2000) should be included-in a live, didactic manner.…”

The Children’s Attention-Deficit Hyperactivity Disorder Telemental Health Treatment Study: Caregiver Outcomes

“…Asynchronous, or delayed, telehealth technologies disseminate evidence-based interventions through the self-administration of intervention tools or by providing training materials through recordings of clinical protocols or documents through patient portals and websites (Epstein et al, 2008). Synchronous and asynchronous telehealth technologies show potential for distance training of community-based clinicians in evidence-based treatments of complex disorders (Archambault, Mansfield, Evans, & Keitner, 2014; Davies, Yeung, Mori, & Nixon, 2012; Siminerio, Ruppert, Huber, & Toledo, 2014; Socolovsky et al, 2013). …”

The impact of facilitators and rural immersion on medical student engagement during a Child and Adolescent Psychiatry Videoconference workshop.

“…The importance of facilitators for CAP workshops has been reported previously, 4 but there has been a lack of consensus on whether facilitator expertise or facilitation skills were the more valuable attribute for student learning with remotely located facilitators. 12 By being physically present, the positive bene ts provided through the facilitator's personality attributes and skills could be maximized.…”