Blended, Active Learning for Anatomy & Physiology: Development & Program Evaluation

2015 ◽  
Vol 18 (2) ◽  
pp. 62-75 ◽  
Author(s):  
Rik Lemoncello
Keyword(s):  
Program Evaluation ◽  
Active Learning ◽  
Blended Learning ◽  
Development Program ◽  
Course Evaluation ◽  
Lessons Learned ◽  
Distribution Analysis ◽  
Hybrid Courses ◽  
Evaluation Data ◽  
Traditional Format

Blended learning, also known as hybrid courses or flipped classrooms, combines face-to-face and online learning to alter the sequence of knowledge acquisition; students engage in content learning before class in order to maximize in-class time for active learning. Active learning in class helps produce significant learning as learners practice with, engage with, and apply pre-class learning. In this manuscript, the author describes the development of a required undergraduate course, Anatomy and Physiology for Speech and Swallowing, from a traditional format to the hybrid blended learning format, as well as program evaluation data. When compared to the traditional format with active learning, the hybrid format with active learning produced similar outcomes in terms of final grade distribution. Analysis of data from teaching the A&P course as a hybrid for 3 years revealed a significant correlation between time spent on-task online with pre-class learning tutorials and final grades. The author also provides qualitative analysis of course evaluation data and lessons learned, and includes detailed information to help readers design effective hybrid courses.

scholarly journals Blended Learning From Design to Evaluation: International Case Studies of Evidence-Based Practice

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Prof. Norman D. Vaughan ◽  
Aline Reali ◽  
Stefan Stenbom ◽  
Marieta Jansen Van Vuuren ◽  
David MacDonald
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Teaching Practice ◽  
Development Program ◽  
Lessons Learned ◽  
Learning Needs ◽  
Faculty Development Program ◽  
International Faculty ◽  
Face To Face ◽  
Institutional Stakeholders

This study compares and contrasts four international faculty development programs for blended learning in order to understand the benefits, challenges, lessons learned, and recommendations from such initiatives. The benefits identified for faculty members, who participated in these programs, were that they became more reflective of their teaching practice and began to make a role adjustment from being a content provider to a designer and facilitator of learning for students. The biggest challenge appeared to be a lack of common institutional definition and understanding of blended learning as well as a lack of time and resources to support faculty in the redesign of their courses. With regards to lessons learned, each program emphasized the need for all institutional stakeholders to be involved in supporting the initiative and that blended learning does not simply imply adding digital technologies to an existing face-to-face course. The key recommendation from this study is that a faculty development program for blended learning needs to be clearly aligned with the institution’s vision and mission.

Overcoming Parent-Child Contact Problems

2017 ◽  
Keyword(s):  
Program Evaluation ◽  
Clinical Decision Making ◽  
Treatment Resistance ◽  
Contact Problems ◽  
Clinical Decision ◽  
Lessons Learned ◽  
Evaluation Data ◽  
Therapeutic Milieu ◽  
Parents And Children ◽  
Parent Child

This book focuses on family-based interventions for the continuum of parent–child problems, including affinity, alignment, justified rejection, alienation, and hybrid cases. Reintegration therapy is often recommended for families with these dynamics, but relatively limited clinical writing and virtually no program evaluation data exist to inform the selection of interventions. This book helps fill this gap. In Part I, the authors review a range of topics related to this specialized area of practice: assessment and clinical decision-making, the state of research evidence for outpatient treatment, and special clinical topics such as the management of countertransference among professional teams and the use of experiential therapies to overcome treatment resistance. Part II highlights one whole-family, psychoeducational approach to parent–child contact problems known as the Overcoming Barriers approach. Founders of this program and affiliated clinicians explicate components of this model in chapters on its therapeutic milieu; psychoeducational groups for rejected parents, favored parents, and children; and coparenting and parent–child interventions. The translation of model components to outpatient practice is also discussed, and program evaluation data are presented. Authors emphasize the evolving nature of this one approach, including areas of overlap with other family interventions, and highlight lessons learned from this innovative program.

Making the Move to Blended Learning: Reflections on a Faculty Development Program

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Carole R Myers ◽  
Sandra J Mixer ◽  
Tami H Wyatt ◽  
Trena M. Paulus ◽  
Debra S Lee
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Learning Experience ◽  
Situational Leadership ◽  
Development Program ◽  
Lessons Learned ◽  
Faculty Development Program ◽  
Learning And Teaching ◽  
Common Purpose ◽  
Teaching Thinking

Lessons learned from a faculty development program that preceded the move of a traditional PhD program in nursing to a blended learning model using online and face-to-face strategies are discussed. The majority of lessons and strategies presented are universal to any faculty development program. The lessons are organized into seven topics: Situational Leadership, Adult Learners, Just in Time Teaching, Thinking About Learning and Teaching, Lifelong Learning, Transparency and Collaboration, and Community. Our far-reaching lessons are related to the contextual nature of leadership, how to effectively design and time learning experiences for adults, the importance of open and supportive communities working for a common purpose, and how each person’s perspective shapes his or her learning experience and how the lessons learned are applied.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

47. Evaluation of new implementation strategies, program effectiveness and dissemination of new pedagogical knowledge: Centre for faculty development's stepping stones teaching certificate program

2007 ◽  
Vol 30 (4) ◽  
pp. 53
Author(s):  
D. Richardson ◽  
I. Silver ◽  
A. Dionne
Keyword(s):  
Program Evaluation ◽  
Faculty Development ◽  
Program Effectiveness ◽  
Teaching Practice ◽  
Journal Club ◽  
Development Program ◽  
Faculty Development Program ◽  
Stepping Stones ◽  
Certificate Program ◽  
The Impact

This evaluation of the integrated Stepping Stones (SS) Teaching Certificate program, including its instructional development (workshops) and theory review (journal club) components, will inform further program development. Results of this project will also add to the limited amount of scholarly work in the area of faculty development program evaluation. Faculty development literature in the area of organized program assessment reveals use of either quantitative OR qualitative methods. In this project, a novel method combining both techniques was used to explore program impact. Participants completed 2 questionnaires to identify skill-set knowledge gaps in teaching effectiveness. Pre- and post-program quantitative gaps were generated. Focus groups were used for qualitative exploration. Areas explored pre-program included: a) motives for enrollment, b) program expectations and c) prior teaching preparation. Post-program discussion explored: the impact of the program on a) participant’s perceived gaps, b) teaching behaviour change, and c) its influence on their career in education. We believed the program’s interprofessional environment would foster development of a learning community having impact on faculty knowledge, skills and attitudes related to teaching, and potentially elicit behavioural change in teaching practices. Results from a 2004-2005 cohort of participants have identified a variety of benefits for faculty and their teaching practice. Results from a second separate cohort, 2005-2006 participants, validated the initial findings. Remarkable harmonization in the results of the qualitative analysis between the two cohort samples was evident. Statistically significant differences (p < 0.05) were found in each of the domains examined qualitatively. Both qualitative and quantitatively, program effectiveness was demonstrated immediately following completion of the program. Follow up to assess the sustainability of the effects is ongoing. The analysis of the quantitative discrepancy (gaps) data has lead to a possible technique to assist in identifying unperceived educational needs. McLeod PJ, Steinert Y, Nasmith L, Conochie L. Faculty Development in Canadian medical schools: a 10-year update. CMAJ 1997; 156(10):1419-23. Hewson MG, Copeland HL, Fishleder AJ. What’s the use of faculty development? Program evaluation using retrospective self-assessments and independent performance ratings. Teach Learn Med 2001; 13(3):153-60. Moore EM. A Framework for Outcomes Evaluation in the Continuing Development of Physicians, in: The Continuing Professional Development of Physicians. Eds. Davis D, Barnes BE, Fox R. AMA Press, 2003.

scholarly journals Negotiating (dis-)engagement in K-12 blended learning

2021 ◽  
Author(s):  
Nina Bergdahl ◽  
Melissa Bond
Keyword(s):  
Active Learning ◽  
Blended Learning ◽  
Digital Technologies ◽  
Vital Role ◽  
Future Research ◽  
Socially Disadvantaged ◽  
Leadership Engagement ◽  
Upper Secondary ◽  
K 12 ◽  
Engagement And Disengagement

AbstractIt is well-recognised that engagement is critical for learning and school success. Engagement (and disengagement) are, however, also influenced by context. Thus, as digital technologies add complexity to the educational context, they influence classroom leadership, lesson designs and related practices, and thereby engagement. Despite being critical, engagement and disengagement are not well explored concerning these influences, with a lack of research undertaken within socially disadvantaged schools. In this qualitative study, 14 classroom observations were conducted, during five months, in twelve classes in an upper secondary school in Sweden, along with dialogues with teachers (n=12) and students (n=32). The data were analysed using thematic analysis and descriptive statistics. Identified themes include digital context, teacher leadership, engagement and disengagement. A network of relations between the (dis-)engagement compound and themes is presented. The results identified processes in which engagement shifted into disengagement and vice versa; in particular, that the intention of active learning does not automatically translate to active learning for all students, although teachers employed a higher work pace than did their students. Teacher self-efficacy and awareness of how to manage digital technologies in and outside the classroom was found to play a vital role in facilitating engagement. Understanding the (dis-)engagement compound in blended learning environments is key to inform active and visible learning for future research and supportive organisational structures.

Treatment Efficacy

1996 ◽  
Vol 39 (5) ◽  
Author(s):  
Audrey L. Holland ◽  
Davida S. Fromm ◽  
Frank DeRuyter ◽  
Margo Stein
Keyword(s):  
Program Evaluation ◽  
Small Group ◽  
Research Design ◽  
Treatment Efficacy ◽  
Single Subject ◽  
Efficacy Data ◽  
Evaluation Data ◽  
Quality Of Evidence ◽  
Efficacy Of Treatment

This article presents a brief overview of aphasia, followed by a summary of research studies and program evaluation data addressed to answering the question of the efficacy of treatment for aphasia. Selected studies are reviewed in terms of the quality of evidence they present. In addition, a number of questions that remain unanswered are also presented. Several tables, designed to provide clarifying information concerning several aspects of research design (number and types of patients studied, examples of well-designed small-group or single-subject studies, clinical techniques for which efficacy data are available), are included. The conclusion of this review is that, generally, treatment for aphasia is efficacious.

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