How ‘blended’ is blended learning?: Students' perceptions of issues around the integration of online and face-to-face learning in a continuing professional development (CPD) health care context
Summary: Purpose: This paper explores students'' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. ‘Blended learning’ is the term used to describe a hybrid model of learning where traditional face-to-face teaching approach...
| Publicado en: | Nurse Education Today Vol. 31; no. 8; pp. 887 - 892 |
|---|---|
| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Nov2011
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Summary: Purpose: This paper explores students'' perceptions of blended learning modules delivered in a Continuing Professional Development (CPD) health care context in the UK. ‘Blended learning’ is the term used to describe a hybrid model of learning where traditional face-to-face teaching approaches and newer electronic learning activities and resources are utilised together. Method: A new model of CPD for health care practitioners based on a blended learning approach was developed at a university in the south west of England. As part of the evaluation of the new modules, a qualitative study was conducted, in which 17 students who had experienced the modules were interviewed by telephone. Results: Three main themes emerged from the interviews relating to the ‘blended’ nature of the blended learning modules. These were i) issues around the opportunities for discussion of online materials face-to-face; ii) issues of what material should be online versus face-to-face and iii) balancing online and face-to-face components. Conclusion: Teaching staff engaged in the development of blended learning courses need to pay particular attention to the ways in which they develop and integrate online and face-to-face materials. More attention needs to be paid to allowing opportunity for students to come together to create a ‘community of inquiry’. |
|---|