Sponsor Videos

Canvas
Pearson
Software Secure

Keypath Education

Conference News


Twitter
LinkedIn FaceBook YouTube GooglePlus www.instagram.com/onlinelearningconsortium

 

Download the Mobile App
IOS  |  Android
OLC Mobile App


Make your travel arrangements


Yoga with Jan

Add to my registration

 

American Higher Education in Crises book cover

Join keynote speaker Goldie Blumenstyk for a book signing.

Books are available for pre-purchase for $16.95 (+tax). 
Read more


Conference Program now posted! This year's line-up includes:

 

OLC Excellence and Effective Practice Award Recipients Announced

 

Add/remove sessions from the Program Listing on the website or in the mobile app to create a list of sessions you want to attend!

My Schedule



Join Keynoters Goldie Blumenstyck (Chronicle of Higher Education) and Phil Hill and Michael Feldstein (MindWires Consulting)


BYOD to learn, explore, and share knowledge within this lab environment

Technology
Test Kitchen

Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Scholarship and Evidence-Based Practice in the Health Sciences: An Online Orientation to Research and Writing Skills

#Twitter: 
#olc53417
Presenter(s)
Catherine Golden (The George Washington University, USA)
Paige McDonald (The George Washington University, USA)
Additional Authors
Susan Okun (George Washington University, USA)
Session Information
October 14, 2015 - 1:45pm
Track: 
Student Services and Learner Support
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Audience Level: 
All
Session Type: 
Discovery Session
Location: 
Atlantic Hall
Section: 
F
Position: 
4
Session Duration: 
45 Minutes
Session: 
Discovery Session 1
Abstract

The presentation explores an online orientation where research and writing videos prepare newly admitted students for the rigors of health sciences scholarship and evidence-based practice.

Extended Abstract

Context

In the undergraduate and graduate distance education programs at The George Washington University, a new program targeted improving newly admitted students' writing and research skills during an online orientation. Attendees will review how to create an online module series aimed at improving student skills in research and writing prior to engaging in coursework. Orientation to these required skills early in a student's academic career helps to ensure their success in applying evidence-based research throughout their programs of study.

Problem

Completion of degree programs in the health sciences requires that students engage in scholarship in various forms including conducting research; analyzing and synthesizing current, credible literature related to health science issues; and writing papers and presentations reporting the results of their evaluation and synthesis in the appropriate professional format. Unfortunately, many admitted students are not adequately prepared with the basic skills needed for success in their courses, including: (1) familiarity with professional, academic writing in health science disciplines, (2) ability to identify and synthesize scholarly research, (3) a robust understanding of terminology in their fields, and (4) familiarity with standardized styles, including APA. Moreover, not all students enter higher education with an awareness of the relationship between scholarship and evidence-based practice. The problem is not unique to health sciences, and our approach may be applicable to other online degree programs seeking to prepare students for programs writing and research expectations.

Approach

In order to address the needs of a diverse student body, efforts to address these problems required a flexible delivery method that worked across programs. The project entailed the creation of series of videos in four areas: scholarly writing, informal sources, library resources, and APA.
Each video addresses areas where students are commonly deficient and can be completed as a series or deployed independently, based on program and student needs. The flexible format provided an opportunity for students to revisit the material as they progressed through their program. Programs in each department can deploy the modules in a variety of ways, including: requiring completion for conditionally admitted students, selecting a combination of videos for program orientation, inserting one or two into an introductory course, or stringing the full series together and running as an independent course.
To-date, the videos have been incorporated into an online orientation for undergraduate and graduate programs in one academic department, included in the resource section of all online classes, and available on a free-standing student resources webpage.

Results

The pilot of the videos in the online orientation project started with graduate programs in Fall 2014, and was so successful, the project expanded to include undergraduate programs in Spring 2015. A survey conducted on students in the Fall 2014 and Spring 2015 with positive student feedback coming from both cohorts about the helpfulness of the orientation and videos on academic preparedness.

In addition to student surveys, we surveyed the writing faculty in Spring 2015, and the experience thus far with undergraduate students in their courses regarding accessing library resources, identifying credible sources, and APA format. The findings suggest the videos have had a positive impact on student performance in classes in these areas, specifically with consistency in citing sources and with identifying credible sources; however, problems do persist regarding citations for paraphrasing and the requirement for faculty to remind students to rely on credible sources.