کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
369268 621617 2011 5 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
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
موضوعات مرتبط
علوم پزشکی و سلامت پرستاری و مشاغل بهداشتی پرستاری
پیش نمایش صفحه اول مقاله
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
چکیده انگلیسی

SummaryPurposeThis 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.MethodA 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.ResultsThree 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.ConclusionTeaching 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’.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Nurse Education Today - Volume 31, Issue 8, November 2011, Pages 887–891
نویسندگان
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