Book section : Chapter
Designing pedagogically-driven approaches to technology-enhanced learning for community health workers
- Abstract:
- Technology-enhanced learning (TEL) is well established as a teaching modality. However, there is a lack of evidence for the pedagogical approaches used to design TEL for community health workers (CHWs). This chapter highlights the importance of contextualizing CHW learning within the wider health system. Theoretical approaches to consider when designing a TEL-based education and training programme for CHWs are presented, with practical examples of how these approaches might be most appropriately embedded in the delivery of CHW training. Finally, a framework for the design of pedagogically-grounded TEL-based learning for CHWs is presented, which may be used to help guide the design of TEL-based educational interventions for CHWs.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
Actions
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- Files:
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(Preview, Version of record, pdf, 611.3KB, Terms of use)
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- Publisher copy:
- 10.1093/oso/9780198866244.003.0006
Authors
Contributors
+ Geniets, A
- Institution:
- University of Oxford
- Division:
- SSD
- Department:
- Education
- Role:
- Editor
+ O'Donovan, J
- Institution:
- University of Oxford
- Division:
- SSD
- Department:
- Education
- Role:
- Editor
+ Winters, N
- Institution:
- University of Oxford
- Division:
- SSD
- Department:
- Education
- Role:
- Editor
+ Hakimi, L
- Institution:
- University of Oxford
- Division:
- SSD
- Department:
- Education
- Role:
- Editor
- Publisher:
- Oxford University Press
- Host title:
- Training for Community Health: Bridging the Global Health Care Gap
- Pages:
- 87-98
- Chapter number:
- 6
- Place of publication:
- Oxford
- Publication date:
- 2021-07-06
- Edition:
- 1
- DOI:
- EISBN:
- 9780191898471
- ISBN-10:
- 0198866240
- ISBN-13:
- 9780198866244
- Language:
-
English
- Keywords:
- Subtype:
-
Chapter
- Pubs id:
-
1205811
- Local pid:
-
pubs:1205811
- Deposit date:
-
2023-11-26
Terms of use
- Copyright holder:
- Oxford University Press
- Copyright date:
- 2021
- Rights statement:
- © Oxford University Press 2021.
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