Teaching First Aid, CPR, and AED Using Blended Learning in Academic Settings

Due to the increase of accidents, incidences, and unexpected emergencies, knowledge of first aid, CPR, and AED skills is critical. It can make the difference between life and death and between complete recovery and permanent disability. Although numerous agencies such as the American Red Cross, American Safety and Health and Institute (ASHI), American Heart Association (AHA), and other organizations have trained millions of individuals in first aid, CPR, and AED, there is still a need to train more people especially the college age population. This chapter examines the need and impact of teaching first aid, CPR, and AED through blended learning in a college or university setting. Benefits of blended and online courses as well as strategies for setting up and teaching a blended learning course are provided.

Blended Learning in Higher Education

Online and blended instruction offers learners a unique opportunity to learn ubiquitously without being limited to the constraints of time and distance. Additionally, these pedagogies have the potential to open the doors of the university to a wider audience, provide choices for non-traditional students, and extend services to populations that would otherwise not be able to attend the classes on campus. However, complementing traditional teaching with blended learning techniques in a traditional university course presents various challenges. This chapter identify gaps in the factors affecting blended learning in the digital age. Based on the findings, the authors argue that instructors can rely on e-learning technologies to implement blended learning model by redesigning some lectures into new online learning activities, such as tutorials, self-testing exercises, and online group collaborations.

Virtual Learning

Virtual reality (VR) is now becoming a major player in education. When first introduced into schools, computer technology and multi-media content were riveted by its newness. Over time, more higher education institutions began to use newer technologies online or distance classes that could be taken from home. Unfortunately, many students have difficulty acquiring the same experience when learning with most classroom management software (CMS). Virtual reality technology is taking user involvement to the next level of immersion and is postured to change the landscape of education in a very significant way. This chapter examines methods of employing VR to maximize benefits to the student as well as the challenges and opportunities for using VR for distance learning. Finally, emerging research and developments in VR is discussed.

The Role of Librarians in Blended Courses

This chapter investigates the intersection of instructional design and implementation, blended learning, ICT literacy, and academic librarians within higher education. Using the TPACK, pedagogy 2.0, and community of inquiry models, the chapter explains how librarians can help academic instructors design blended courses that effectively address physical and intellectual access to a wide variety of resources, especially digital materials, in order to optimize student learning.

A Collaborative Active Learning Model as a Vehicle for Online Team Learning in Higher Education

As more higher education faculty use team-based assignments in online courses across a wide range of university disciplines, research on team learning as one of the pedagogical approaches in higher education has become more relevant. The authors reviewed active learning as a type of instructional method for team members' satisfaction and active engagement in their learning processes. Therefore, this chapter explores team learning as an effective online learning model that also facilitates effective use of learning management systems (LMS). Additionally, the chapter examines essential strategies to work and learn as a successful team in an online setting. With the intent of supporting faculty and practitioners of higher education who adopt an online team learning method, the authors propose an active learning model for online team learning and specific guidelines to utilize the model.

Applying a Teaching Decision Cycle to the Design of Online Learning Within Faculty Professional Development

Higher education instructors who will be teaching online for the first time need institutional assistance. Migrating a face-to-face course to an online setting requires some understanding of the differences in a physical and virtual setting. This chapter proposes that the design of courses for online delivery can be facilitated by professional development in which instructional design is used to examine important teaching decisions. A framing of instructional design for college instructors, the teaching decision cycle (TDC), prompts a re-examination of assumptions and F2F teaching decisions. A three-day professional development event is laid out in which the TDC is used to structure instructor re-thinking and designing of a F2F course to a new online or hybrid course. Research opportunities along five categories are suggested.

Enhancing Instructor Capacity Through the Redesign of Online Practicum Course Environments Using Universal Design for Learning

A current trend in practicum or field experience programs is online and blended learning approaches being implemented alongside traditional classroom experiences. Principles of Universal Design for Learning (UDL) should be integrated in the design of these online environments in order to better support learning needs of all students. Instructors must also have confidence and competence in designing and facilitating learning within technology-enabled environments. This chapter reports on research conducted using design-based research to support instructor capacity development within field experience in a Bachelor of Education program. Three strategies are identified and discussed to enhance instructor's capacity: scaffolded support, modeling UDL practice in the online environment, and coaching to foster developing capacity using UDL. The chapter concludes by reporting on a new study that emerged as a result of this work, along with recommendations for practice.

Impact of Online Learning in K-12

Online learning capabilities in K-12 education have changed tremendously in the past years and are continually evolving in the traditional classrooms. The overall growth in the total number of high school students currently taking online distance learning courses as well as the importance of distance learning as a solution to educational challenges has increased the need to study more closely the factors that contribute to distance learning outcomes and success rates in K-12. Therefore, the challenge that emerges for educators, researchers, scholars, and advocates for students is to carefully and effectively join the growth and power of K-12 online learning for the benefit of the students involved. This chapter provides an overview of factors that contribute to learning outcomes and success rates for K-12 distance education. Some of the challenges, issues, and considerations affecting implementation of K-12 online education are discussed.

Comparative Effectiveness of Interactive Multimedia, Simulation Games, and Blended Learning on Science Performance of Learners With Special Needs

This chapter investigated the comparative effectiveness of interactive multimedia, simulation games, and blended learning on science performance of learners with special needs. The study adopted the pre-test post-test control group quasi-experimental research design. The pre-test was used to determine the prior knowledge of the learners. Three intact classes in three schools were assigned to the experimental groups “Interactive Multimedia Platform,” “Simulation Games Box,” and “Blended Learning Parcel.” The post-test was conducted at the end of learners' exposure to the treatment. The data collected were analyzed using t-test. The findings suggested that the use of blended learning enhances the performance of special needs learners better than interactive multimedia and simulation games.

Understanding Student Support

Blended learning comprises of teaching and learning formats that complement online technologies for both on-campus and off-campus students. The disposition of online learning requires the student to exercise autonomy, independence, and self-reliance, and the teacher to engage skills that facilitate, guide, and mentor students. These skills need to be developed through support systems that encourage both faculty and student participation. This chapter examines the concept of student support with the objective of providing a background and justification for its role in online learning. The chapter proposes that student support should be part of faculty training with a double-faceted benefit: 1) faculty will adopt the use of technology while learning online student support systems; 2) a well-designed support system will contribute to best practice through improved student retention and success.