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In recent years a number of authors have undertaken extensive reviews of the international research literature to investigate student engagement in higher education. This paper presents the findings of a study that undertook a project to synthesise the qualitative research literature systematically, through the use of qualitative research synthesis. The concepts and themes that have recurred across the student engagement literature which are discussed in terms of four themed approaches to student engagement. c The challenges and opportunities of using the methodology are presented along with providing a number of recommendations for further research regarding integrated approaches to student engagement.

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Collaborative learning through case-based or problem-based learning (PBL) scenarios is an excellent way for students to acquire knowledge and develop decision-making skills. However, the process is threatened by the movement towards more self-directed learning and the migration of students from campus-based to workplace-based learning. Paper-based PBL cases can only proceed in a single direction which can prevent learners from exploring the impact of their decisions. The PREVIEW project, outlined in this article, trialled a replacement to traditional paper PBL with virtual patients (VPs) delivered through a virtual world platform. The idea was that an immersive 3D environment could provide (a) greater realism (b) active decision-making and (c) a suitable environment for collaboration amongst work-based learners meeting remotely. Five VP scenarios were designed for learners on a Paramedic Foundation Degree within the virtual world second life (SL). A player using the MedBiquitous VP international standard allowed cases to be played both within SL and on the web. Three testing days were run to evaluate the scenarios with paramedic students and tutors. Students unfamiliar with the SL environment worked through five PBL scenarios in small groups, shadowed by 'in-world' facilitators. Feedback indicated that the SL environment engages students effectively in learning, despite some technology barriers. Students believed SL could provide a more authentic learner environment than classroom-based PBL.

In recent years, many discussions have taken place regarding the need for new and different forms of fieldwork education. Research was undertaken to explore the capacity for and barriers to placement provision in the West Midlands Region (reported in part 1 of this article) and to investigate the views of fieldwork educators about the Role Emerging and the Collaborative (2:1) Models of Fieldwork Education. While these have been reported to be viable approaches, as yet few attempts have been made to implement them in practice and issues of context were found to have an impact on their implementation and the provision of placements. Part 2 of this article examines these two models of fieldwork education in the light of the findings of this study and an innovative approach that emerged from discussions with participants is presented. It is argued here that choice and diversity, in terms of the different models of fieldwork education meeting the needs of different service environments and different students, is valuable; however, the development of an appropriate infrastructure and the provision of adequate resources to support these alternatives are key issues.

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Blended learning in which online education is combined with face-to-face education is especially useful for (future) health care professionals who need to keep up-to-date. Blended learning can make learning more efficient, for instance by removing barriers of time and distance. In the past distance-based learning activities have often been associated with traditional delivery-based methods, individual learning and limited contact. The central question in this paper is: can blended learning be active and collaborative? Three cases of blended, active and collaborative learning are presented. In case 1 a virtual classroom is used to realize online problem-based learning (PBL). In case 2 PBL cases are presented in Second Life, a 3D immersive virtual world. In case 3 discussion forums, blogs and wikis were used. In all cases face-to-face meetings were also organized. Evaluation results of the three cases clearly show that active, collaborative learning at a distance is possible. Blended learning enables the use of novel instructional methods and student-centred education. The three cases employ different educational methods, thus illustrating diverse possibilities and a variety of learning activities in blended learning. Interaction and communication rules, the role of the teacher, careful selection of collaboration tools and technical preparation should be considered when designing and implementing blended learning.