CLINED 711 : E-learning and Clinical Education

Medical and Health Sciences

2020 Semester One (1203) (15 POINTS)

Course Prescription

Develops the knowledge and skills to critically evaluate e-learning in the clinical setting. Addresses underlying theoretical constructs, practical skills, sourcing and selection of learning objects, course design and assessment.

Course Overview

In this course, you will have the opportunity to explore how you can use e-learning to enhance student learning in clinical education. The course comprises 8 modules (in addition to this Course Information orientation) spread over 15 learning weeks. The modules vary in length, from 1-2 weeks long.  Early in the course you will examine your own teaching perspectives and explore theories of learning, and discuss the implications of these with your colleagues on the course. Insights you gain here will underpin the work that follows, as you choose a section of your current teaching programme (or other topics of interest) to ‘translate’ into an e-learning context.
We've tried to make the activities and assessment of this course as authentic as possible. That means you'll be working on developing a detailed plan of a redesign within your context, running an online module with your peers, and participating in online discussions forums. We also ask you to reflect deeply on what you have learned throughout the course. Along the way, you'll get to play with lots of tools (and more importantly critically evaluate their worth). 

The course enables flexibility in where you are learning.  Communication and collaboration are ‘asynchronous’ (not real-time), enabling you to contribute at those times of the day or evening that are personally convenient.  The facilitators have designed the course so that many of the weekly activities feed into assignment work.

Course Requirements

No pre-requisites or restrictions

Capabilities Developed in this Course

Capability 1: Disciplinary Knowledge and Practice
Capability 2: Critical Thinking
Capability 3: Solution Seeking
Capability 4: Communication and Engagement
Capability 5: Independence and Integrity
Capability 6: Social and Environmental Responsibilities

Learning Outcomes

By the end of this course, students will be able to:
  1. Understand and apply key educational theories underlying technology-enhanced and technology-enabled learning. (Capability 1.1 and 3.1)
  2. Explore the evidence supporting the effectiveness of technology-enhanced and technology-enabled learning, particularly in clinical settings (Capability 2.1 and 3.1)
  3. Acquire skills in designing effective learning environments in blended and online learning contexts. (Capability 4.1 and 5.1)
  4. source and select appropriate learning materials that can be used in blended and online spaces. (Capability 3.1, 5.1 and 6.2)


Assessment Type Percentage Classification
Individual Project 30% Individual Coursework
Peer Feedback 5% Individual Coursework
Student-led modules 25% Group Coursework
Discussion Board 20% Individual Coursework
Synthesis Essay 20% Individual Coursework
Assessment Type Learning Outcome Addressed
1 2 3 4
Individual Project
Peer Feedback
Student-led modules
Discussion Board
Synthesis Essay

Course Contacts

Pauline Cooper-Ioelu | Senior Tutor
Course Co-ordinator  

Dr. John Egan|Senior Lecturer
Course Director

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10-12 hours per week on course work and assessment.  This includes reading, independent study, group work and collaboration, and preparation of assignments. You will do your learning at a distance, in your own home and workplace. As a learner, you will likely find that it places demands on you which are different from those you are used to in 'face-to-face' learning environments and maybe even in other courses.

Digital Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. This requirement also applies to sources on the internet. A student's assessed work may be reviewed against online source material using computerised detection mechanisms.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website at

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page:

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter (


Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Published on 13/12/2019 03:56 p.m.