Event Title

Best Practices for Online and Hybrid Athletic Training Course

Speaker's Credentials

Pradeep R. Vanguri, PhD, LAT, ATC

Mary Tischio Blackinton PT, EdD, GCS, CEEAA

Timothy Miller, PT, DPT, GCS

Location

Auditorium A

Format

Podium Presentation

Start Date

21-1-2017 11:10 AM

End Date

21-1-2017 11:40 AM

Abstract

As athletic training education begins the transition to the entry-level master’s (ELM) degree, developing courses that include technology-supported instruction will make the courses more the learner-centered for graduate students. With both didactic instruction and clinical experiences in a program, the development of an online or hybrid athletic training course would support the creation of an asynchronous learning environment for graduate education. The purpose of this presentation is to provide a theoretical framework, pedagogical guidelines, and best practices to develop effective online and hybrid athletic training courses. Developing online and hybrid courses in athletic training education would create a pedagogical and andragogic shift for graduate education similar to other allied health professions. In order for athletic training faculty to be effective in their development of online or hybrid courses, they must first receive appropriate training on online and hybrid pedagogy and andragogy relevant to graduate students. This presentation will clarify the differences between pedagogy and andragogy, provide guidelines for graduate course development, highlight best practices for online/hybrid education, and showcase Blackboard tools specific to various athletic training courses. Providing examples from other allied health education programs will demonstrate these guidelines in practice. With changing academic standards for the ELM, developing online and hybrid coursework would support the delivery of immersive clinical experiences. Hybrid athletic training education programs would increase flexibility of scheduling and provide more time for enhanced clinical experiences. This shift to online and hybrid education would also better preparing graduates of the ELM to succeed. Key Words: pedagogy, online, hybrid, Blackboard

Author's Degree(s)

PhD

Author's Title(s)

Associate Professor in Athletic Training

About the Author

Dr. Pradeep Vanguri is an Associate Professor of Athletic Training and serves as the Program Director. Earning his PhD in Instructional Technology from the University of Alabama, Dr. Vanguri has conducted research on pedagogy, learning styles, and technology in the classroom.

Intended Audience

Medical Education Faculty

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Jan 21st, 11:10 AM Jan 21st, 11:40 AM

Best Practices for Online and Hybrid Athletic Training Course

Auditorium A

As athletic training education begins the transition to the entry-level master’s (ELM) degree, developing courses that include technology-supported instruction will make the courses more the learner-centered for graduate students. With both didactic instruction and clinical experiences in a program, the development of an online or hybrid athletic training course would support the creation of an asynchronous learning environment for graduate education. The purpose of this presentation is to provide a theoretical framework, pedagogical guidelines, and best practices to develop effective online and hybrid athletic training courses. Developing online and hybrid courses in athletic training education would create a pedagogical and andragogic shift for graduate education similar to other allied health professions. In order for athletic training faculty to be effective in their development of online or hybrid courses, they must first receive appropriate training on online and hybrid pedagogy and andragogy relevant to graduate students. This presentation will clarify the differences between pedagogy and andragogy, provide guidelines for graduate course development, highlight best practices for online/hybrid education, and showcase Blackboard tools specific to various athletic training courses. Providing examples from other allied health education programs will demonstrate these guidelines in practice. With changing academic standards for the ELM, developing online and hybrid coursework would support the delivery of immersive clinical experiences. Hybrid athletic training education programs would increase flexibility of scheduling and provide more time for enhanced clinical experiences. This shift to online and hybrid education would also better preparing graduates of the ELM to succeed. Key Words: pedagogy, online, hybrid, Blackboard