Abstract
BackgroundThis paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL).MethodThis is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield’s model for critical reflection of an educator’s practice. The model uses four ‘lenses’ through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners’ eyes; Lens 3) our colleagues’ experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data.ResultsThe factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were “drivers of change” and “outcomes of BL integration”. Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study.ConclusionBrookfield’s model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.
Highlights
This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL)
The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored
This study focuses on an occupational therapy curriculum, which is a 4 year Bachelor of Science degree delivered primarily through Problem Based Learning (PBL) [4, 5]
Summary
This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). Health science educators in South Africa have been under increasing pressure to produce greater numbers and higher quality health care practitioners within the massification trend [1]. Statistics show that fewer than 50% of students progress through their degree courses in the minimum number of years. A greater burden is placed on the higher education system [1]. Clinical fieldwork placements must accommodate more students [3]. Lecturer numbers have not increased, resulting in higher workloads to support the undergraduate curriculum. Some curricula are very demanding in terms of student:lecturer ratios.
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