. Rahul Bogam; . Priyadarshini Mishra
Volume 12, Issue 5 , June 2022, , Pages 1-6
Abstract
BACKGROUND: Online learning environments are becoming more frequent in teaching and learningthan ever before. Asynchronous learning provides “high degree of interactivity” ...
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BACKGROUND: Online learning environments are becoming more frequent in teaching and learningthan ever before. Asynchronous learning provides “high degree of interactivity” between participantsand helps them to reflect upon their ideas/thoughts, before sharing them with others leading to moreinsightful responses and in‑depth learning. Moderating an online discussion is an art and challengingtask, which needs meticulous planning and effective execution approaches. One of the majorchallenges in online discussion is to ensure active participation and interest among participants,and therefore, it reiterates the need for inclusion of interactive strategies to enable it meaningfuland effective. The present article is to share our experiences in moderating session on “Dramaticsin Medical Education” (DIME) as a part of ML web discussion of Foundation for Advancement inInternational Medical Education and Research (FAIMER) at one of the regional FAIMER institutesin India.MATERIALS AND METHODS: Thirty‑two FAIMER fellows participated in online discussion on DIME,supplemented with various engagement triggers including, sharing of real‑life situation case scenarios,motivational quotes, competitions and rewards, script writing, script editing exercises by using ForumTheatre method, discussion on uploaded academic videos on “YouTube,” use of mnemonics, etc.RESULTS: Online discussion yielded improved knowledge and positive attitudes of participantstoward DIME. Task‑based exercises within authentic or realistic situations, teamwork, and interactionsfacilitated active learning of participants.CONCLUSIONS: Appropriate planning, well coordination, and interactive strategies can fosterlearning and reflective abilities as well as develop favorable perceptions of learners toward virtualmode of teaching‑learning.
