Health Sciences 2012 conference: ‘Innovation, Simulation and the Evolution of Technology-enhanced Learning in Healthcare Education’, East Midlands Conference Centre, Nottingham, 31 May 2012

With the changing face of education and increased need for unique and technology-enhanced learning environments, educators must have current and relevant information to assist in making informed choices about how to create the most effective learning experiences. In this chapter, hybrid, online, and flipped classrooms are defined based on information found in relevant peer-reviewed and professional literature. Examples in practice within health sciences education are provided of each classroom type, as well as uses in environments where students take control of their own learning. Positive and negative aspects of each learning environment are discussed. Recommendations and best practices are suggested to facilitate the practical application of each.

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Hybrid, Online, and Flipped Classrooms in Health Science

Transformative Curriculum Design in Health Sciences Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-8571-0.ch003 ◽

2015 ◽

pp. 105-125

Author(s):

Lynda Tierney Konecny

Keyword(s):

Learning Environments ◽

Relevant Information ◽

Health Sciences ◽

Health Science ◽

Technology Enhanced Learning ◽

Professional Literature ◽

Health Sciences Education ◽

Effective Learning ◽

Flipped Classrooms ◽

Enhanced Learning

With the changing face of education and increased need for unique and technology-enhanced learning environments, educators must have current and relevant information to assist in making informed choices about how to create the most effective learning experiences. In this chapter, hybrid, online, and flipped classrooms are defined based on information found in relevant peer-reviewed and professional literature. Examples in practice within health sciences education are provided of each classroom type, as well as uses in environments where students take control of their own learning. Positive and negative aspects of each learning environment are discussed. Recommendations and best practices are suggested to facilitate the practical application of each.

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Abstracts of the Annual Meeting of the British Society for Allergy and Clinical Immunology, East Midlands Conference Centre, Nottingham, July 1997

Clinical & Experimental Allergy ◽

10.1046/j.1365-2222.1997.1840978.x ◽

1997 ◽

Vol 27 (11) ◽

pp. 1357-1371

Keyword(s):

Annual Meeting ◽

Clinical Immunology ◽

British Society ◽

East Midlands ◽

Conference Centre

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Cultures of Inquiry in Technology Enhanced Learning and Beyond

International Review of Qualitative Research ◽

10.1525/irqr.2011.4.2.291 ◽

2011 ◽

Vol 4 (2) ◽

pp. 291-311 ◽

Cited By ~ 2

Author(s):

Patrick Carmichael

Keyword(s):

Research And Development ◽

Educational Research ◽

Technology Enhanced Learning ◽

Common Problems ◽

Culture Of Inquiry ◽

Enhanced Learning ◽

Educational Research And Development

Interdisciplinary working is often understood as involving individuals or teams from different disciplines to engage with common problems, but this has proved to be an enduring challenge. An alternative framing of interdisciplinary working is Hall's ‘culture of inquiry’, in which it is conceptualised as narrative creation in an environment of formative critique. This paper explores the relevance and applicability of this idea to educational research and development, specifically in the context of purportedly interdisciplinary TEL projects. It draws on the author's experience in projects in which multiple narratives — pedagogical, technological and social — have the potential to contribute to both to individual and collective understanding and the development of new practice.

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Faculty Development: A Stage Model Matched to Blended Learning Maturation

Online Learning ◽

10.24059/olj.v15i1.186 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 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.

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