DEVELOPING A TRANSNATIONAL ONLINE BLENDED LEARNING MODULE – LESSONS LEARNED FROM THE PILOT PHASE

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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Development of an Interdisciplinary Blended Learning Module for Postgraduate Research Methodology Course

Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning ◽

10.1145/3377571.3379435 ◽

2020 ◽

Author(s):

Rabiah Eladwiah Abdul Rahim ◽

Chen Soong Der ◽

Norashidah Md Din

Keyword(s):

Blended Learning ◽

Research Methodology ◽

Learning Module ◽

Postgraduate Research

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Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

Journal of Veterinary Medical Education ◽

10.3138/jvme-2020-0160 ◽

2021 ◽

pp. e20200160

Author(s):

Mirjam B.H.M. Duijvestijn ◽

Bente M.W.K. Van der Wiel ◽

Claudia M. Vinke ◽

M. Montserrat Diaz Espineira ◽

Harold G.J. Bok ◽

...

Keyword(s):

Physical Examination ◽

Blended Learning ◽

Learning Outcomes ◽

Clinical Training ◽

Skills Training ◽

Veterinary Students ◽

Learning Modules ◽

Learning Module ◽

E Learning ◽

Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

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Design and evaluation of two blended learning approaches: Lessons learned

Australasian Journal of Educational Technology ◽

10.14742/ajet.896 ◽

2011 ◽

Vol 27 (8) ◽

Cited By ~ 15

Author(s):

Wing Sum Cheung ◽

Khe Foon Hew

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Theoretical Foundation ◽

Graduate Programs ◽

Lessons Learned ◽

University Teaching ◽

Learning Approach ◽

Learning Approaches ◽

Communication Tool ◽

Face To Face

<span>In this paper, we share two blended learning approaches used at the National Institute of Education in Singapore. We have been using these two approaches in the last twelve years in many courses ranging from the diploma to graduate programs. For the first blended learning approach, we integrated one asynchronous communication tool with face to face tutorials, classroom discussions, and a reflection session. For the second blended learning approach, we integrated two asynchronous tools with face to face tutorials in a course. We discuss the theoretical foundation of the two blended learning approaches. In addition, we share insights from these two blended learning approaches, based on the students' data (online postings, questionnaires, reflection logs, and interviews), as well as our own reflections. Finally, we describe and discuss several important lessons learned that could inform the design of future instructional strategies in implementing blended learning in university teaching and learning settings.</span>

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The Design and Development of a Blended Learning module in Marine Craft Materials and Production Technology

10.3940/rina.edp.2012.14 ◽

2012 ◽

Author(s):

G R Firth ◽

Keyword(s):

Blended Learning ◽

Production Technology ◽

Design And Development ◽

Learning Module

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Assessing students’ confidence in interpreting dental radiographs following a blended learning module

International Journal of Dental Hygiene ◽

10.1111/idh.12394 ◽

2019 ◽

Author(s):

Camila Pacheco‐Pereira ◽

Anthea Senior ◽

Jacqueline Green ◽

Ellen Watson ◽

Kari Rasmussen ◽

...

Keyword(s):

Blended Learning ◽

Learning Module ◽

Dental Radiographs

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A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.6489 ◽

2017 ◽

Author(s):

Jeffrey Harris ◽

Charles Park

Keyword(s):

Blended Learning ◽

Flipped Classroom ◽

Lessons Learned ◽

Learning Problem ◽

Thermal Energy Conversion ◽

Classroom Space ◽

Online Lectures ◽

Hands On ◽

Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

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