Document Type

Conference Proceeding

Abstract

The COVID-19andemic brought about a devastating disruption to the health, social, economic, and educational systems worldwide. Post-secondary institutions, specifically in the United States, responded expeditiously by implementing an extensive conversion of their classes to a digital format. The use of collaborative practices by teachers represents a critical practice for student learning and retention in online courses. This investigation examined the role of attitudes among health education faculty towards incorporating online collaborative learning in their curriculum. The study’s findings suggested that attitude functioned as a powerful and consistent predictor of instructor willingness to implement collaboration.

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