Blended Learning Experience Research Articles

The Development of a Blended Learning Experience to Enable a Personalised Learning Approach to Researcher Development for Research Students

The introduction of a blended learning approach facilitates the development of transferable, employability, and research related skills within higher education. Research students engage in a variety of learning communities including membership of research teams based on their department or faculty, wider communities based around the Graduate School or Research Skills Training, and also communities beyond their university such as student research networks and discipline based global networks. By matching their skills to the Researcher Development Framework, through the Postgraduate Training Scheme, we can facilitate the development of transferable, employability, and research related skills.

The Development of a Blended Learning Experience to Enable a Personalised Learning Approach to Researcher Development for Research Students

The Development of a Blended Learning Experience to Enable a Personalised Learning Approach to Researcher Development for Research Students

Comparison of Knowledge and Knowledge Application Confidence in Physical Therapist Students Completing a Traditional Versus Blended Learning Professional Issues Course

Background and Purpose. The explosion of information technologies has brought computer-assisted learning and webbased learning to the forefront, creating new opportunities for students to engage with each other and course content within and outside traditional academic and classroom settings. This method/ model paper describes an instructional evaluation project that examined the effects of blended learning, as compared to traditional classroom-based learning, on knowledge and knowledge application confidence in physical therapist students enrolled in an entry-level physical therapy Professional Issues course.Method/Model Description and Evaluation. Four units of content of a Professional Issues course were converted to modules that were delivered through an online course platform. The modules included a variety of learning experiences, including: asynchronous discussions with other students in small groups; review of video-recorded vignettes; opportunities for exploration of professional issues topics; individual and group assignments; reflections on future practice; and critical thinking and clinical application exercises.Outcomes. Both groups of students completed a 7-item confidence questionnaire pre and post intervention, and the blended learning group also completed a 36item questionnaire related to the online learning experience.Discussion and Conclusion. Confidence levels in internet and computer skills affected student satisfaction and perceptions of the blended learning experience. Blended learning did not negatively affect knowledge confidence compared to traditional classroom-based learning, and it was found to be beneficial from students' perspectives.Key Words: Physical therapy, Blended learning, Education, Professional issues, Ethics.BACKGROUND AND PURPOSEThe physical therapy profession has changed dramatically over the past 20 years. As autonomous practitioners, physical therapists (PTs) are responsible for professional judgement and their actions.1 This independent and self-determined authority over and accountability for decision making has resulted in increased professional complexities in the current practice environment. As PTs continue to assume a more autonomous role in health care, ethics will continue to be integral to daily clinical decision making.2 How physical therapist educators can best prepare graduates to address the increasingly complex and challenging professional and ethical issues that are inherent in clinical practice has been the source of much dialogue. Although most instruction in ethics education incorporates case analysis and identification of ethical issues in the case,35 the teaching of ethics in physical therapist education programs varies greatly with regards to teaching methodology, content, and course organization. For example, some programs incorporate aspects of ethics content into one or more courses, while other programs devote entire courses to the teaching of ethics.68 No single teaching strategy has been determined to best facilitate learning about professional issues and ethics. Although role playing, simulations, and interactions with standardized clients have been described in the physical therapy literature,911 Jensen and Richert11 propose that development of students' reflective capacity is important and learning experiences that facilitate emotional reflection are critical in ethics education.12The explosion of information technologies has brought computer-assisted learning and web-based learning to the forefront, creating new opportunities for students to engage with other students and course content within and outside traditional academic and classroom settings. In fact, 74% of publicly funded higher education institutions report that online learning is a critical component of their long-term strategies.13 The extent to which technologies may be incorporated into classroom learning can be considered along a continuum. …

Qualitative Assessment of a Blended Learning Intervention in an Undergraduate Nursing Course

Nurses are experiencing new ethical issues because of global developments and changes in the healthcare environment. Blended learning is one of the various methods used to deliver meaningful learning experiences. Well-designed, properly administered nursing ethics education is essential for nursing students to visualize the role of professional nurses. However, a literature review shows that only a few existing studies have touched on the subject of nursing student experiences with blended learning in a nursing ethics course. This study examines how undergraduate nursing students respond to a blended learning approach in a nursing ethics course and how blended learning affects the learning process. We used a qualitative research design with in-depth interviews. Participants included 28 female undergraduate nursing students who had completed the nursing ethics course. Each interview lasted 50-100 minutes. The researcher conducted all interviews in 2009. The researcher identified six major themes and 13 subthemes from the data. The six themes included (a) enhancing thinking ability, (b) improving problem-solving skills, (c) reflecting in and on practice, (d) perceiving added workload, (e) encouraging active learning, and (f) identifying the value of nursing. Participants felt that the blended learning experience was a generally positive experience. Most participants appreciated the opportunity to take a more active role in the learning process, think about issues profoundly and critically, and exercise metacognitive powers in the thinking and decision-making process. Study findings may suggest productive ideas for fine-tuning blended learning models.

The benefits of short‐term study abroad as a blended learning experience

PurposeThe purpose of this paper is to highlight the role blended learning plays in expanding study abroad opportunities.Design/methodology/approachThe approach utilized involves providing a synopsis of research dealing with study abroad and its benefits, particularly for student populations likely to comprise a significant portion of the distance learning market. Perspectives on the benefits derived from incorporating distance learning into short‐term study abroad programs are then discussed based on the experiences of a business college with a significant enrollment of online students.FindingsThis paper highlights the flexibility afforded by online education in fulfilling academic content requirements, showcasing blended learning as a strategic complementary input in content delivery. The enhancement in study abroad options afforded offers the potential to introduce international business experiences to student populations historically underserved.Practical implicationsBlended learning facilitates the inclusion of online students, enhancing the financial viability of study abroad courses and programs.Social implicationsBlended learning facilitates the inclusion of online students, expanding study abroad opportunities to student populations historically underserved.Originality/valueConceptualizing blended learning as a facilitating device for study abroad is a contribution to the literature; research surrounding the nexus between online learning and study abroad is embryonic. Within this nascent area, this paper also provides value in offering suggestions for future empirical research.

ANÁLISIS DE UNA EXPERIENCIA DE DOCENCIA UNIVERSITARIA SEMIPRESENCIAL DESDE LA PERSPECTIVA DEL ALUMNADO

In this article we present the analysis of the expectations, appraisals and opinions declared by the alumnado belonging to two groups (TO and B) of the subject of Educational Technology (Qualification of Teaching) of the University of The Gap, obtained al start and al final of a process of teaching supported in the use continued of a virtual classroom and in eyewitness sessions of group work and of tutorizacion. This experience of blended learning or teaching semipresencial develops in the institutional framework of the assembly of pilot projects for the virtual teaching called by the Vicerrectorado of Plans of Study

E-learning for the careers profession: What are the lessons for the use of IT in the delivery of IAG?

The increased use of online services for Information, Advice and Guidance has been paralleled by changes in the ways in which careers practitioners access their own continuing professional development. This article offers an evaluation of e-learning and blended learning experiences, which reinforces the importance of socialisation in learning. This paper concludes that such enhancement in learning may be limited in online advice and guidance services, reducing the opportunities for challenge, motivation and broadening of aspirations in some cases.

Tailoring e-learning 2.0 to facilitate EU/International Postgraduate student needs within the (GVRE) Graduate Virtual Research Environment

In this paper, we propose a new Dynamic Background Library (DBL) to the Graduate Virtual Research Environment (GVRE). The GVRE was developed as a way of providing a blended learning experience for the development of research and employability skills, and it is informed by the Researcher Development Framework. One of the innovations is the new Dynamic Background Library, which will enable EU/International postgraduate’s students to append learning materials to the repository in their own language, using e-learning 2.0. The e-model, in conjunction with the DBL will offer users of the GVRE a more tailored and diversified environment that can offer greater richness of learning activities. This approach will enable research students to have an additional support mechanism when research students are studying for their Postgraduate Certificate in Research Training at the University of Hull, alongside their research degree. Our analysis suggests that there were three factors that influenced the way project participants carried out their learning activities: 1) utilizing the GVRE resources to sustain and enhance their postgraduate journey, 2) relating appropriate resources to research and employability skills development and 3) the increase of student populations from EU/International sector.

Blended learning in biochemistry education: Analysis of medical students' perceptions

The objective of this study was to analyze first-year UFRJ medical students' perceptions about the implementation of a blended learning (BL) experience in their Biochemistry I course. During the first semester of 2009, three Biochemistry professors used the Constructore course management system to develop virtual learning environments (VLEs) for complementing course Modules I, II, and IV, using different resources and activities. Forty-nine students (46%) took part in the study. Results show that, in general, students gave positive evaluations to their experiences with BL, indicating that the VLEs have not only motivated but also facilitated learning. Most of the students reported that access to resources in the three modules provided a more in-depth approach to Biochemistry education and greater study autonomy. Students suggested that the VLEs could be better used for promoting greater communication among participants.

Interactive distance learning for orthodontic residents: Utilization and acceptability

Sharing resources through distance education has been proposed as 1 way to deal with a lack of full-time faculty in orthodontic residency programs. To keep distance education for orthodontic residents as cost-effective as possible while retaining interaction, we developed a "blended" interactive distance learning approach that combines observation of Web-based seminars with live postseminar discussions. For the 2009-2010 academic year, a grant from the American Association of Orthodontists opened access to the blended learning experience to all orthodontic programs in the United States and Canada. The specific aims of this project were to (1) measure programmatic interest in using blended distance learning, (2) determine resident and faculty interest, (3) determine the seminars' perceived usefulness, and (4) elicit feedback regarding future use. Participants in this project were expected to (1) read all assigned articles before viewing a recorded seminar, (2) watch a 1 to 1.5 hour recording of an actual interactive seminar on a Web site, and (3) participate in a 30-minute follow-up discussion immediately after watching the recorded seminar either with a faculty member at the participating institution or via a videoconference with the leader of the Web-based seminar. The residents and faculty then completed surveys about the experience. Half (52%) of the 63 orthodontic programs in the United States fully participated in this project. The blended approach to distance learning was judged to be effective and enjoyable; faculty members were somewhat more enthusiastic about the experience than were residents. Most residents were not adequately prepared for the seminars (only 14% read all preparatory articles in depth); this impacted their perception of the effectiveness and enjoyability of the experience (P = 0.0016). Prepared residents reported a greater ability to learn from the seminars (P = 0.0035) than those who did not read, and also indicated that they were more likely to use the seminars again (P = 0.0018). Despite feedback regarding the need for technologic improvements of the recorded seminars, such as better editing, more frequent slides, quicker pace, and improved sound quality, most residents and faculty agreed that they would like to use this approach to distance learning again. Blended distance learning is an acceptable method of instruction that allows residents to access various experts, supplement traditional instructor-led training, and ease the strain of current faculty shortages. The content of the recorded seminars needs to remain evidence-based, and some technologic aspects of the recordings should be improved.

Intelligent Learning Environments wthin Blended Learning for Ensuring Effective C Programming Course

This paper describes a blended learning implementation and experience supported with intelligent learning environments included in a learning management system (LMS) called @KU-UZEM. The blended learning model is realized as a combination of face to face education and e-learning. The intelligent learning environments consist of two applications named CTutor, ITest. In addition to standard e-learning tools, students can use CTutor to resolve C programming exercises. CTutor is a problem-solving environment, which diagnoses students' knowledge level but also gives feedbacks and tips to help them to understand the course subject, overcome their misconceptions and reinforce learnt concepts. ITest provides an assessment environment in which students can take quizzes that were prepared according to their learning levels. The realized model was used for two terms in the "C Programming" course given at Afyon Kocatepe University. A survey was conducted at the end of the course to find out to what extent the students were accepting the blended learning model supported with @KU-UZEM and to discover students' attitude towards intelligent learning environments. Additionally, an experiment formed with an experimental group who took an active part in the realized model and a control group who only took the face to face education was performed during the first term of the course. According to the results, students were satisfied with intelligent learning environments and the realized learning model. Furthermore, the use of intelligent learning environments improved the students' knowledge about C programming.

Implementation and Deployment of an Intelligent Framework for Utilization within an InfoStation Environment

With the continuing evolution of modern handheld mobile devices, an opportunity has arisen for a more comprehensive integration of these devices into educational environments. This paper details the design and implementation of an intelligent, light-weight, distributed Java platform based framework for the provision of mobile services (mServices) within an InfoStation-based mLearning environment. A multi-agent system, acting as a conduit between the mService applications and the mobile users is detailed. The deployment of this system for the integration of the supported services into a blended learning experience for system users is also outlined.

Students' experiences of blended learning across a range of postgraduate programmes

The article describes the students' experiences of taking a blended learning postgraduate programme in a school of nursing and midwifery. The indications to date are that blended learning as a pedagogical tool has the potential to contribute and improve nursing and midwifery practice and enhance student learning. Little is reported about the students' experiences to date. Focus groups were conducted with students in the first year of introducing blended learning. The two main themes that were identified from the data were (1) the benefits of blended learning and (2) the challenges to blended learning. The blended learning experience was received positively by the students. A significant finding that was not reported in previous research was that the online component meant little time away from study for the students suggesting that it was more invasive on their everyday life. It is envisaged that the outcomes of the study will assist educators who are considering delivering programmes through blended learning. It should provide guidance for further developments and improvements in using Virtual Learning Environment (VLE) and blended learning in nurse education.

Blended learning in ethics education: A survey of nursing students

Nurses are experiencing new ethical issues as a result of global developments and changes in health care. With health care becoming increasingly sophisticated, and countries facing challenges of graying population, ethical issues involved in health care are bound to expand in quantity and in depth. Blended learning rather as a combination of multiple delivery media designed to promote meaningful learning. Specifically, this study was focused on two questions: (1) the students' satisfaction and attitudes as members of a scenario-based learning process in a blended learning environment; (2) the relationship between students' satisfaction ratings of nursing ethics course and their attitudes in the blended learning environment. In total, 99 senior undergraduate nursing students currently studying at a public nursing college in Taiwan were invited to participate in this study. A cross-sectional survey design was adopted in this study. The participants were asked to fill out two Likert-scale questionnaire surveys: CAAS (Case Analysis Attitude Scale), and BLSS (Blended Learning Satisfaction Scale). The results showed what students felt about their blended learning experiences - mostly items ranged from 3.27-3.76 (the highest score is 5). Another self-assessment of scenario analysis instrument revealed the mean scores ranged from 2.87-4.19. Nearly 57.8% of the participants rated the course 'extremely helpful' or 'very helpful.' This study showed statistically significant correlations (r=0.43) between students' satisfaction with blended learning and case analysis attitudes. In addition, results testified to a potential of the blended learning model proposed in this study to bridge the gap between students and instructors and the one between students and their peers, which are typical of blended learning, and to create meaningful learning by employing blended pedagogical consideration in the course design. The use of scenario instruction enables students to develop critical analysis and problem solving skills through active learning and social exchange of ideas.

Web 2.0 virtual design studio: social networking as facilitator of design education

In 2009, Deakin University and the Chinese University of Hong Kong trailed the use of Web 2.0 technologies to enhance learning outcomes in a third-year architectural design studio that was modelled on the virtual design studios (VDSs) of the past decades. The studio developed the VDS further by integrating a social learning environment into the blended learning experience. The Web 2.0 VDS utilized the social networking site Ning.com, YouTube, Skype and various three-dimensional modelling, video and image processing, and chat software to deliver lectures, communicate learning goals, disseminate learning resources, submitting, providing feedback and comments to various design works, and assessing of students’ outcomes. This research centres on issues of learning and teaching associated with the development of a social network VDS.

Management Role of Al-Quds Open University in Leading Effective Distance Learning Programs: An Evaluation of QOU Experience in Blended Learning

Al Quds Open University has actually employed blended learning since 2007; it is becoming the basis for much of today’s academic teaching. Therefore, this paper aimed at figuring out the extent that QOU managed distance learning programs effectively. The study reported here focused on the following factors: Vision and plans, quality assurance, curriculum, staff-training/support, and student-training/support. Data were collected through a questionnaire administered online to the QOU instructors who were involved in blended learning teaching experience. Researchers claimed that QOU administration has applied the above mentioned factors effectively and efficiently in planning distance learning courses. It was obvious that QOU, focusing mainly high quality, has paid high attention to blended learning courses and invested in its training staff in order to achieve excellence in teaching and learning. However, the participants believed that the courses concerning the development of instructor skills and competencies were not sufficient enough and there was a clear need to revise the quality and quantity of such courses.

Engaging Students in Blended Courses Through Increased Technology

Background and Purpose. Emerging technology over the past 15 years has resulted in a surge of blended-learning opportunities in the health professions. Therefore, this article illustrates communication and technology issues that may influence the success of blended courses. Case Description. While providing pros and cons for this mode of teaching, the authors provide examples of synchronous and asynchronous teaching methods that foster information richness and social presence in order to engage students during their virtual-learning activities. Examples of virtual teaching and learning platforms and activities that can promote instant feedback and promote technology transparency are provided. Outcomes. Blended learning is being perceived as an effective mode of learning. Discussion and Conclusion. Infrastructure, resources, and support have to be provided for blended learning to be successful. Student engagement is an important component of blended learning and choosing tools that promote social presence and instant feedback as a teaching strategy enhances the outcomes of this more of learning. Key Words: Distance learning, Blended learning, Online learning, Virtual interaction. BACKGROUND AND PURPOSE Blended learning combines the use of multiple delivery media with various event-based activities.1 Blended learning is most often associated with the use of electronic media in combination with more traditional classroom settings,2 although by the nature of its definition, it is not limited to set contexts or types of media. The amount of time spent in a traditional classroom setting versus engagement in other media-based learning varies significantly. A course could require regular in-class weekly meetings with the use of multimedia to supplement the course learning content or could require only a few classroom meetings with the majority of the learning experiences through multimedia methods. Emerging technology over the past 15 years has resulted in a surge of blended-learning opportunities. In the health professions, blended learning has not only had an impact on methods of learning in traditional professional (entry-level) and postprofessional programs, but has also expanded access to continuing education. Blended learning incorporates both traditional face-to-face classroom and online learning experiences. Online course offerings have increased rapidly in higher education over the recent years.3 Allen, Seaman, and Garrett4 report that a course is considered blended learning if 30% to 79% of the content is offered online. The 2 primary facets that characterize the blendedlearning experience are the types of media and the various event-based activities used in the learning process. CASE DESCRIPTION Singh1 discussed the concept of event-based activities in blended learning. These include, but are not limited to: face-to-face classroom meetings; self-paced learning experiences such as discussion forums; and live, onlinelearning experiences, such as chat rooms. These event-based experiences include both synchronous and asynchronous learning methods. Synchronous experiences require the learner and instructor to communicate in real time, while asynchronous learning experiences occur without real-time presence (ie, any time, any place). The use of multiple delivery media supports the various eventbased learning. Media such as Web-based course platform systems, social networking sites, and virtual collaboration software are only a few of the many tools used in blended learning. Although blended learning is not a new concept, the expansion of technology over the past 15 years has changed how we deliver content and information in higher education, and has significantly increased opportunities for learning.3 Blended learning is based on the concept that each learner is unique with different learning needs, and that learning is a continuous process. As with any approach to teaching and learning, there are pros and cons. …

Blended learning in higher education: Students’ perceptions and their relation to outcomes

New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process. In this context, novel educational concepts such as blended learning are being developed. In the present paper, we present the results obtained from a blended learning experience carried out at the University of Granada. A total of 17 groups took part, with 1431 students registered for the 2009–2010 academic year. In this study, we use objective outcomes and the students’ perceptions regarding the blended learning activities performed. The study shows that the use of blended learning has a positive effect in reducing dropout rates and in improving exam marks. Moreover, the students’ perceptions on blended learning are interrelated, with their final marks depending on the blended learning activities, and on the students’ age, background and class attendance rate.

The effect of experience of blended learning on preference to e-learning, blended learning and group work

The effect of experience of blended learning on preference to e-learning, blended learning and group work

Creating interactive learning objects with PowerPoint: Primer for lecture on the autonomic nervous system

Background: In medical curricula, difficult topics are often presented to students with varied backgrounds and therefore at different levels of preparation to learn and assimilate the information.Aim: A method is described to create an interactive primer for the study of a basic neuroscience topic to improve student preparation for and understanding of the autonomic nervous system.Methods: Action buttons or links within a PowerPoint show were used to create an interactive show. Branch points were imposed, as students answered questions correctly or incorrectly. In this way, the learning path was individualized depending on the level of comprehension.Results: Response to the interactive learning objects has been favorably received by the students with very favorable scores on the end-of-course evaluation. Preliminary analysis of the benefit of the interactive primer on summative examination suggests modest improvement on more difficult questions.Conclusions: Use of the primer on the autonomic nervous system is discussed in the context of reports on the effectiveness of other blended learning and interactive learning experiences. The interactive tool described requires little facility with or support for web-based programming by faculty, and can be streamlined by creation of a PowerPoint template with pre-set interaction buttons.