Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Today’s college student has grown up in a world filled with technology and many current college students routinely utilize the latest and most up to date forms of technology. The result is an ever-changing way of communicating between faculty members and students. Many faculty members, however, are intimidated by the use of the terms “technology”, “online” and “distance education.” This often results in a communication gap between faculty and students where faculty members will “lose” students on the first day of class. Advantages of incorporating online tools into the course structure include freeing up additional class time, enhancing classroom discussions, and allowing students to remain current with information in their field. This hybrid instructional model focuses on the integration of technology tools as a supplement to traditional classroom teaching. This paper will describe how to effectively incorporate and implement technology using online course tools
in a traditional classroom setting. Specific examples of online assignments, discussions, and assessments from an allied health education program and class will be discussed. Lessons learned and challenges confronted when adapting to the utilization of specific online course assignments and tools will be discussed.
