Engaging Online Biobehavioral Health Students through Virtual Immersive Experiences
Conference Tracks
Teaching with Technology – Research
Abstract
Ethical decision-making is a core competency of health professions training. Engaging in a traditional simulative or immersive experience (e.g., fieldwork) is not feasible for many students. Alternately, could participation in virtual immersive experiences serve as a proxy means of promoting student outcomes around ethical decision-making? This study examines whether the integration of 360 videos in an online, upper-level health ethics course enhances technology-mediated learning, individual and collaborative ethical decision-making, and online collaboration. Student artifacts are analyzed to explore differences in completing writing assignments with or without an integrated 360 video component. These findings provide further evidence to guide the continued integration of virtual immersive experiences into undergraduate health education.
Session Format
Presentation
1
Location
Scarbrough Three
Recommended Citation
Czymoniewicz-Klippel, Melina; Levy, Deena; and Brua, Charles, "Engaging Online Biobehavioral Health Students through Virtual Immersive Experiences" (2020). SoTL Commons Conference. 36.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/36
Engaging Online Biobehavioral Health Students through Virtual Immersive Experiences
Scarbrough Three
Ethical decision-making is a core competency of health professions training. Engaging in a traditional simulative or immersive experience (e.g., fieldwork) is not feasible for many students. Alternately, could participation in virtual immersive experiences serve as a proxy means of promoting student outcomes around ethical decision-making? This study examines whether the integration of 360 videos in an online, upper-level health ethics course enhances technology-mediated learning, individual and collaborative ethical decision-making, and online collaboration. Student artifacts are analyzed to explore differences in completing writing assignments with or without an integrated 360 video component. These findings provide further evidence to guide the continued integration of virtual immersive experiences into undergraduate health education.
