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 |
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| Autores principales: | , , , |
| Formato: | research Journal Article |
| Publicado: |
Elsevier B.V.
Nov2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=67134802&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 67134802 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02606917 8IS jtl: Nurse Education Today issn: 02606917 maglogo: N pubinfo: dt: Nov2011 vid: 31 iid: 8 pid: 467 pub: Elsevier B.V. place: New York, New York artinfo: ui: 67134802 104596502 104596502 10.1016/j.nedt.2011.02.003 67134802 ppf: 887 ppct: 5 formats: tig: atl: 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 aug: au: Glogowska, Margaret Young, Pat Lockyer, Lesley Moule, Pam sug: subj: Professional Development Learning Methods Human England Models, Educational Qualitative Studies Interviews Thematic Analysis Curriculum Development Questionnaires Audiorecording Data Analysis Software ab: 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’. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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