Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science

Perry Hartfield

doi:10.18870/hlrc.v3i4.169

Abstract

<p>Blended learning combines face-to-face class based and online teaching and learning delivery in order to increase flexibility in how, when, and where students study and learn. The development, integration, and promotion of blended learning in frameworks of curriculum design can optimize the opportunities afforded by information and communication technologies and, concomitantly, accommodate a broad range of student learning styles. This study critically reviews the potential benefits of blended learning as a progressive educative paradigm for the teaching of biomedical science and evaluates the opportunities that blended learning offers for the delivery of accessible, flexible and sustainable teaching and learning experiences. A central tenet of biomedical science education at the tertiary level is the development of comprehensive hands-on practical competencies and technical skills (many of which require laboratory-based learning environments), and it is advanced that a blended learning model, which combines face-to-face synchronous teaching and learning activities with asynchronous online teaching and learning activities, effectively creates an authentic, enriching, and student-centred learning environment for biomedical science. Lastly, a blending learning design for introductory biochemistry will be described as an effective example of integrating face-to-face and online teaching, learning and assessment activities within the teaching domain of biomedical science.</p>

Highlights

The internet and the use of information and communication technologies (ICT) are central facts of life for the current generation that has grown up using these tools
It is evident that contemporary tertiary students have learning and teaching preferences, and a range of learning styles, that have been developed through technology-supported instruction
61 Perry Hartfield – Blended Learning as an Effective Pedagogical Paradigm for Biomedical Science engagement and learning (Grando, 2010). Building on these encouraging outcomes, it is evident that a blended learning design framework for teaching and learning of biomedical sciences has the capacity to:

Summary

Background

The internet and the use of information and communication technologies (ICT) are central facts of life for the current generation that has grown up using these tools. A successful online learning environment would allow an educator to effectively create and distribute supportive educational materials and learning resources, while simultaneously providing an efficient and engaging experience for students Together, these learning resources and experiences must align the teaching and assessment activities and realize the intended learning outcomes. A major metaanalysis of online learning (U.S Department of Education, Office of Planning, Evaluation, and Policy Development, 2010) reported that online learning appears to be as effective as conventional face-to-face teaching, but not superior This meta-analysis further concluded that that blended approaches to teaching and learning that integrate face-to-face instruction with online activities have advantages, and these advantages may stem from the additional resources and learning time in combination with the collaborative opportunities available to students

Blended Learning in Biomedical Science

Applying Blending Learning in Introductory Biochemistry

Teaching and Learning Activities in a Blended Biochemistry Teaching Unit

Findings

Conclusion