Research profile

Postgraduate studies

My doctoral project was on the use of social media and other emerging technologies to enhance teaching and learning practices within a physiotherapy undergraduate curriculum. As part of that process I developed a set of design principles for online and blended learning environments in health professions education.

You can also see what I’m up to on TwitterMendeley, Academia.edu, Google Scholar and ResearchGate.

Publications

  • De Castro, S.S., Rowe, M., Andrade, L.F., & Cyrino, E.G. (2018). Developing competencies among health professions students related to the care of people with disabilities: A pilot study. Interface – Comunicação, Saúde, Educação, 22(65):551-563.
  • Rowe, M. (2018). A critical pedagogy for online learning in physiotherapy education. In Gibson, B., Nicholls, D., Setchell, J. & Synne Groven, K. (Eds.) Manipulating practices: A critical physiotherapy reader. Cappelen Damm Akademisk, Norway.
  • Vissers, D., Rowe, M., Islam, M. S., & Taeymans, J. (2017). Ownership and Attitudes towards Technology Use in Physiotherapy Students from Seven Countries. Health Professions Education, (December).
  • Joseph, C., Conradsson, D., Wikmar, L. N., & Rowe, M. (2017). Structured feedback on students’ concept maps: the proverbial path to learning? BMC Medical Education, 17(90).
  • Rowe, M. (2017). Social media and continuing professional development: Disruption or distraction? Physiotherapy Practice, newsletter of the Canadian Physiotherapy Association.
  • Manilall, J. & Rowe, M. (2016). Collaborative competency in physiotherapy students: Implications for interprofessional education. African Journal of Health Professions Education, 8(2): 214-216.
  • Rowe, M. (2016). Beyond the lecture: Teaching for professional development. African Journal of Health Professions Education, 8(2): 208-210.
  • Rowe, M. (2016). Editorial – The future of education in complex systems. African Journal of Health Professions Education, 8(2): 128.
  • Rowe, M. (2016). Developing graduate attributes in an open online course. British Journal of Educational Technology, 47(5): 873-882. DOI: 10.1111/bjet.12484. Full text.
  • Rowe, M. (2016). Physiotherapy students have much to learn from the humanities. The Conversation: Africa. Published 17 March, 2016.
  • Rowe, M. (2016). Technology is no longer a luxury for universities, it’s a necessity. The Conversation: Africa. Published 10 February, 2016.
  • Rowe, M. (2016). Technology will make lecturers redundant – but only if they let it. The Conversation: Africa. Published 12 January, 2016.
  • Rowe, M. & Oltmann, C. (2016). Randomised controlled trials in educational research: Ontological and epistemological limitations. African Journal of Health Professions Education 2016;8(1):6-8. Full text.
  • Prinsloo, P. & Rowe, M. (2015). Ethical considerations in using student data in an era of ‘big data’. In Kilfoil, W. (ed.) Moving beyond the hype: A contextualised view of learning with technology in higher education. Pretoria: Universities South Africa. Full text.
  • Rowe, M. (2015). Exploring the characteristics of capable health care professionals. South African Journal of Physiotherapy, 71(1). Full text.
  • Frantz, J. M., Bezuidenhout, J., Burch, V. C., Mthembu, S., Rowe, M., Tan, C., … & Van Heerden, B. (2015). The impact of a faculty development programme for health professions educators in sub-Saharan Africa: an archival study. BMC Medical Education, 15(1), 28. Full text.
  • Rowe, M. (2015). Using Google Drive to facilitate a blended approach to authentic learning, 198-203. In Bozalek, V., Ng’ambi, D. Wood, D., Herrington, J., Hardman, J. & Amory, A. (eds). Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy. Routledge, 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN.
  • Frantz, J. & Rowe, M. (2013). Technology-mediated learning in physiotherapy education: The social construction of practice knowledge. South African Journal of Physiotherapy, 69(3):9-12. Full text.
  • Frantz, J., Rowe, M., Hess, D., Rhoda, A., Sauls, B. & Wegner, L. (2013). Student and staff perceptions of the introduction of Objective Structured Practical Examinations: A pilot study. African Journal of Health Professions Education 2013;5(2):72-74. DOI:10.7196/ajhpe.218. Full text.
  • Rowe, M., Bozalek, V. & Frantz, J. (2013). Using Google Drive to facilitate a blended approach to authentic learning. British Journal of Educational Technology, 44(4):594-606. Full-text (preprint).
  • Frantz, J. & Rowe, M. (2013). Developing reflection and research skills through blogging in an evidence-based practice postgraduate physiotherapy module. African Journal of Health Professions Education, 5(1):3-7. Full text.
  • Rowe, M., Frantz, J. & Bozalek, V. (2013). Beyond knowledge and skills: The use of a Delphi study to develop a technology-mediated teaching strategy. BMC Medical Education, 13(51). Full-text.
  • Rowe, M. (2012). The use of a wiki to facilitate collaborative learning in a South African physiotherapy department. South African Journal of Physiotherapy, 68(2):11-16. Full text
  • Rowe, M. (2012). The use of assisted performance within a social network to develop reflective reasoning in undergraduate physiotherapy students. Medical Teacher, e469–e475. Full text
  • Rowe, M., Frantz, J. & Bozalek, V. (2012). Physiotherapy students’ use of emerging online technology as part of their learning practices. South African Journal of Physiotherapy, 68(1):29-34. Full text
  • Rowe, M., Frantz, J. & Bozalek, V. (2012). The role of blended learning in clinical education: a systematic review. Medical Teacher, 34(4):e216-e221. Full text
  • Frantz, J.M., Rhoda, A., Rowe, M., Phillips, J., Karachi, F., Mlenzana, N., Pharaoh, H., Steyl, T. & Struthers, P. (2010). Mentoring and coaching in promoting publications in the Department of Physiotherapy at a local university in South Africa. South African Journal of Physiotherapy, 66(2). Full text
  • Rowe, M. (2009).   Knowledge and attitudes regarding the use of social software in a physiotherapy department. Journal of Community and Health Sciences, 4(1):1-7. Full text
  • Rowe, M. & Struthers, P (2009).  The use of information and communication technology by physiotherapy students. South African Journal of Physiotherapy, 65(3):32-37. Full text
  • Rowe, M. (2008).  Information and communication technology in health: a review of the literature. Journal of Community and Health Sciences, 3(1):68-77. Full text

Conference presentations

  • Rowe, M., Maloney, S. & Osadnick, C. (2016). Open online courses in health professions education: A systematic review. Oral presentation at the SAAHE conference, Port Elizabeth, 22-24 June, 2016. Presentation.
  • Rowe, M., Boggenpoel, B., Rhoda, A., Phillips, J. & Steyl, T. (2016). Supporting a student with visual impairment in the ICU. Oral presentation at the SAAHE conference, Port Elizabeth, 22-24 June, 2016. Presentation.
  • Rowe, M., Vissers, D., Islam, S. & Taeymans, J. (2016). Digital literacy of physiotherapy students: A barrier to international e-learning? Oral presentation at the SAAHE conference, Port Elizabeth, 22-24 June, 2016. Presentation.
  • Rowe, M. (2015). Rowe, M. (2015). Creating and implementing an open, online course in Professional Ethics. Oral presentation at the Emerging Technologies & Authentic Learning within Higher Vocational Education Conference, Cape Town, 31 August – 3 September.
  • Rowe, M., Lowe, T. & Lowe, R. (2015). Creating And Running An Open, Online Course In Physiotherapy Education. Workshop presented at the World Confederation for Physical Therapy Congress, 1 – 4 May, 2015, Singapore.
  • Rowe, M. (2014). Creating and implementing an open, online course in professional ethics. SAAHE conference, Cape Town, 27-29 June.
  • Invited speaker – Rowe, M. (2014). Using the web to empower agents of change. The Network – Towards Unity for Health conference, Fortaleza, Brazil, 19-23 November. Presentation.
  • Rowe, M. (2013). Authentic learning and Google Drive. Authentic Learning colloquium, University of the Western Cape, 22 March, 2013. Presentation.
  • Rowe, M. (2012). Personal Learning Environments. Innovative Teaching and Learning colloquium, University of the Western Cape. Presentation.
  • Rowe, M. (2012). Blended learning in clinical education. Teaching and Learning colloquium, University of the Western Cape. Presentation.
  • Rowe, M. (2012). The use of social networks to facilitate the development of practice knowledge in undergraduate physiotherapy students. HELTASA, November, 2012. Poster.
  • Rowe, M. (2011). Blended learning in clinical education: a systematic review. AMEE, August, 2011, Vienna. Presentation. Abstract.
  • Rowe, M. (2011). The use of a social network to facilitate the development of practice knowledge in undergraduate physiotherapy students (final results). SAAHE, June, 2011, Potchefstroom. Presentation. Abstract.
  • Frantz, J. & Rowe, M. (2011). Blogging in an Evidence-based practice postgraduate physiotherapy module. WCPT, June 2011, Amsterdam. Poster presentation.
  • Rowe, M. (2010). Social networks as platforms to develop reflective learning in a South African university physiotherapy department (preliminary results). SAAHE conference. PresentationAbstract.
  • Rowe, M. (2009). Collaborative knowledge construction using wikis. HELTASA conference. Presentation. Abstract.
  • Rowe, M. (2009). The use of blogging as a reflective tool in physiotherapy ethics. SAAHE conference. Presentation. Abstract.
  • Mitchell, V., Rowe, M. & Statham, S.  (2009). Bringing human rights into focus in medical education. Workshop, SAAHE conference. Abstract.
  • Rowe, M. (2008). The use of information and communication technology by South African physiotherapy students. HESS conference. Presentation. Abstract.
  • Rowe, M. (2008). E-learning: an overview. UWC Information and Communication Technology Colloquium. Presentation.
  • Rowe, M. (2008). The use of information and communication technology to support South African physiotherapy students. SAAHE conference. Presentation.