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Centre for Academic Practice

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29

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Author: search.filters.author.Peacock, SusiEnd date: 2009

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Now showing 1 - 10 of 19
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    How do diverse groups of learners in the health sciences respond to a new virtual learning environment?
    (Queen Margaret University College, 2005-06) Peacock, Susi; Hooper, Julie; Learning Teaching Support Network for Health Sciences
    Aims of the project In the original proposal, the stated aims of this research were to: 'Investigate learners' responses to their first exposure to a new learning experience in a VLE Examine learners' attitudes to the VLE as an effective learning environment through the project Compare and contrast attitudes to a VLE in two different physiotherapy programmes.' Objectives of the project The main objective of the research (as stated in the original proposal) was to provide a detailed analysis into the experience of two specific and differing physiotherapy student cohorts who were new to using VLEs in the learning experience. We aimed to: 'Provide an overview of the literature on the use and value of VLEs in the health sciences. This will focus specifically on initial learner attitudes to Information Technology in learning Conduct a study exploring students' reactions to, and participation in a VLE during the lifetime of the project Identify issues in preparing students in the use of a VLE drawn from diverse groups Evaluate the findings of the study which will: Review students attitudes to the use of a VLE in physiotherapy programmes Highlight individual, social and technical barriers for the meaningful implementation of the VLE from the student perspective Consider the potential for VLEs for the health science community as a whole as well as to the individual lecturer Raise awareness, throughout the duration of the project, of the potential roles of VLE in improving students learning.'
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    Using roundtables to impact on staff development : a case study to improve staff awareness of accessibility legislation
    (ALT/TechDis, 2002) Peacock, Susi; Ross, D.; Skelton, J.; Phipps, Lawrie; Seale, Jane; Sutherland, Allan
    Recent legislation in the United Kingdom, including the Special Educational Needs and Disabilities Act 2001 (SENDA), as well as the Quality Assurance Agency (QAA) Code of Practice concerning disabled students [1], has significantly impacted on the learning and teaching environment in post-16 education. One of the key barriers for institutions is the lack of staff awareness with regard to accessibility, which is compounded by a resource-scarce environment: lack of time and money. This chapter describes the development and planned deployment of a module in a Virtual Learning Environment (VLE) at Queen Margaret University College (QMUC), Edinburgh.
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    Learning technology and its potential to support student placements in hospitality and tourism education
    (Hospitality, Leisure, Sport & Tourism Network, 2005-04) McGugan, Stuart; Peacock, Susi
    This study explores the contribution that learning technologies can make to support students and enhance their learning on placements. Using action research, the implementation of a virtual learning environment (VLE) with undergraduate students studying hospitality and tourism management is evaluated. The study reveals that it is feasible to create an online environment that can be beneficial for some students. However, barriers exist which prevent the full potential of such a facility being realised, and more needs to be done to promote the use of a VLE to assist students' abstract learning from experience. This may reflect the view held by many students and staff that the academic environment and the workplace are two distinct learning contexts.
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    From pioneers to partnerships : the changing voices of staff developers
    (Swets and Zeitlinger, 2003-01-01) Littlejohn, A.; Peacock, Susi; Seale, Jane
    The aims of the book are to use the topic of institutional implementation to present a review of the impact of learning technology on tertiary education over the past few years; and to highlight and discuss key changes and developments that are shaping present and future activities and consider the implications for individual enthusiasts who work in the field of learning technology. The book outlines the context in which individual enthusiasts have operated and institutional implementation has occurred over the last ten years.;Four key themes are highlighted throughout the book: the individual enthusiast and their role in institutional implementation; the institutional enthusiast and their role in local and global e-learning initiatives; finding the evidence to justify enthusiasm and underpin implementation; and reinventing the individual enthusiast.
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    E-learning in physiotherapy education
    (Elsevier Science B.V. Amsterdam, 2007-09) Peacock, Susi; Hooper, Julie
    This paper reports the findings of a 1-year research project into the role of e-learning as a mechanism to support and enhance the learning environment for pre- and post-registration physiotherapists. The findings reveal tutor and student perceptions about what study entails, the anticipated respective roles of individuals in the learning process and how those individuals believe learning should occur when supported by e-learning in a tertiary education institution. Critical differences between the two groups of students, at different stages of their professional education, and their different uses of virtual learning environments are highlighted. This study raises some key issues that need to be addressed by educational institutions deploying e-learning in order to prepare students to engage with such a learning medium, which is likely to be unfamiliar to them at the outset of their undergraduate studies. In addition, physiotherapists need the skills, time and resources to regularly access and actively participate in the online environment. These points are essential if online communities such as interactiveCSP (www.interactivecsp.org.uk) are to be sustainable. Employers have a crucial role in promoting the professional development of staff by supporting such initiatives and ensuring that they are inculcated into an organisational culture which promotes the sharing of expertise and practice that is evidence based.
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    Developing e-learning provision for healthcare professionals' continuing professional development
    (IDEA, 2006-05-15) Peacock, Susi; Dunlop, G.; O'Donoghue, John
    This book enumerates the difficulties in implementing technology within the educational curriculum in the context of institutional policy and procedures--Provided by publisher
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    The analysis of interaction in online focus groups
    (Mark Allen Publishing LTD, 2006-10-07) Watson, Mohinder; Peacock, Susi; Jones, Derek
    Computer mediated communication has enabled researchers to transfer the focus group method to the online environment. This has important practical, ethical and theoretical implications including the challenge of maximizing and analysing focus group interaction in a faceless medium, devoid of visual and vocal cues. In the online setting where written communication is the only means of understanding data, interaction offers the researcher a critical window to interpret meaning and to understand better what is happening in the social context of the group. A schema of questions has been used in this study to draw attention to this interaction and to examine the transcripts of online focus groups, which sought to investigate the lived experiences of sufferers of repetitive strain injury. Five asynchronous online focus groups were conducted on a closed website specifically created for the study. Online focus group interaction was found to generate rich qualitative data. More studies are required to explore what is potentially an innovative tool for qualitative researchers.
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