Perspectives of engagement in distance debriefings

Abstract Background The COVID-19 pandemic propelled remote simulation and online distance debriefings. Like in-person debriefings, educators seek to facilitate reflective learning conversations, yet, in the online setting, educators face challenges to learner engagement that differ considerably from...

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Autores principales:	Cynthia J. Mosher, Alex Morton, Janice C. Palaganas
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Online Distance Debriefing Engagement Communities of inquiry Remote Computer applications to medicine. Medical informatics R858-859.7
Acceso en línea:	https://doaj.org/article/0cca7ac17cd047228bb7dcccaedf7f6b
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spelling	oai:doaj.org-article:0cca7ac17cd047228bb7dcccaedf7f6b2021-11-14T12:38:43ZPerspectives of engagement in distance debriefings10.1186/s41077-021-00192-y2059-0628https://doaj.org/article/0cca7ac17cd047228bb7dcccaedf7f6b2021-11-01T00:00:00Zhttps://doi.org/10.1186/s41077-021-00192-yhttps://doaj.org/toc/2059-0628Abstract Background The COVID-19 pandemic propelled remote simulation and online distance debriefings. Like in-person debriefings, educators seek to facilitate reflective learning conversations, yet, in the online setting, educators face challenges to learner engagement that differ considerably from in-person debriefing. Methods We performed a thematic analysis of fourteen semi-structured interviews conducted with fourteen participants who had experience with virtual debriefing as an educator or as a learner. We explored the experiences and perceptions of both educators and learners to provide a more in-depth understanding of the factors that influence engagement in online distance debriefing. Results Our study identified the challenges online distance debriefing poses for educators and learners. We found ten themes that support the Community of Inquiry (CoI) theoretical framework and provided additional considerations related to internal and external factors of engagement, including the influence of the simulation, false engagement, and self-presence. Conclusions We believe these findings can inform the design and facilitation of online debriefings to help provide educators with guidance and innovative solutions to best engage their learners in the challenging online environment.Cynthia J. MosherAlex MortonJanice C. PalaganasBMCarticleOnlineDistanceDebriefingEngagementCommunities of inquiryRemoteComputer applications to medicine. Medical informaticsR858-859.7ENAdvances in Simulation, Vol 6, Iss 1, Pp 1-13 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Online Distance Debriefing Engagement Communities of inquiry Remote Computer applications to medicine. Medical informatics R858-859.7
spellingShingle	Online Distance Debriefing Engagement Communities of inquiry Remote Computer applications to medicine. Medical informatics R858-859.7 Cynthia J. Mosher Alex Morton Janice C. Palaganas Perspectives of engagement in distance debriefings
description	Abstract Background The COVID-19 pandemic propelled remote simulation and online distance debriefings. Like in-person debriefings, educators seek to facilitate reflective learning conversations, yet, in the online setting, educators face challenges to learner engagement that differ considerably from in-person debriefing. Methods We performed a thematic analysis of fourteen semi-structured interviews conducted with fourteen participants who had experience with virtual debriefing as an educator or as a learner. We explored the experiences and perceptions of both educators and learners to provide a more in-depth understanding of the factors that influence engagement in online distance debriefing. Results Our study identified the challenges online distance debriefing poses for educators and learners. We found ten themes that support the Community of Inquiry (CoI) theoretical framework and provided additional considerations related to internal and external factors of engagement, including the influence of the simulation, false engagement, and self-presence. Conclusions We believe these findings can inform the design and facilitation of online debriefings to help provide educators with guidance and innovative solutions to best engage their learners in the challenging online environment.
format	article
author	Cynthia J. Mosher Alex Morton Janice C. Palaganas
author_facet	Cynthia J. Mosher Alex Morton Janice C. Palaganas
author_sort	Cynthia J. Mosher
title	Perspectives of engagement in distance debriefings
title_short	Perspectives of engagement in distance debriefings
title_full	Perspectives of engagement in distance debriefings
title_fullStr	Perspectives of engagement in distance debriefings
title_full_unstemmed	Perspectives of engagement in distance debriefings
title_sort	perspectives of engagement in distance debriefings
publisher	BMC
publishDate	2021
url	https://doaj.org/article/0cca7ac17cd047228bb7dcccaedf7f6b
work_keys_str_mv	AT cynthiajmosher perspectivesofengagementindistancedebriefings AT alexmorton perspectivesofengagementindistancedebriefings AT janicecpalaganas perspectivesofengagementindistancedebriefings
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Perspectives of engagement in distance debriefings

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