Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

Cockbain, Margaret; Blyth, Christine; Bovill, Catherine; Morss, Kate

doi:10.1016/j.radi.2008.08.001

Cited by 11 publications

(6 citation statements)

References 16 publications

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“…Information guides (e.g., logging into Blackboard Collaborate, navigating the Blackboard Collaborative space, engaging in Pebble+, discussion board etiquette, APA referencing) were suggested as practical ways of adding value to learner engagement within the blended programs. Similar recommendations are promoted in the writing of Cockbain, Blyth, Bovill, and Morss (2009) and will be prioritized for ongoing redesigns of the guidance and counselling and career development programs.…”

Section: Discussionmentioning

confidence: 95%

Learning about Blended Learning through Students' Experiences

Carter

Pagliano

Knight

et al. 2016

Mobile and Blended Learning Innovations for Improved Learning Outcomes

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The digital age together with the political and economic agenda to make higher education more accessible and cost effective are challenging teaching academics worldwide to rethink and redesign their pedagogical practices. The challenges include how to respond to increasingly diverse twenty first century learners who demand flexibility, and the requirements of a more service driven economy. For a program to be successful in higher education's current learnscape, teaching and learning need to optimise students' experiences and learning outcomes. The exploratory study discussed in this chapter investigates seventy-three postgraduate students' experiences with blended learning in guidance and counselling programs in one Australian university with an offshore branch campus in Singapore. The study aims to inform the future design and delivery of teaching and learning within blended learning spaces with a focus on pedagogical practices for student engagement. As such, it contributes to the body of knowledge about learning design that enhances student learning experiences.

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Section: Discussionmentioning

confidence: 95%

Learning about Blended Learning through Students' Experiences

Carter

Pagliano

Knight

et al. 2016

Mobile and Blended Learning Innovations for Improved Learning Outcomes

View full text Add to dashboard Cite

show abstract

“…Blended or hybrid learning is gaining importance over the last few years, while it is applied to various areas of education, as for example, teacher education (El-Deghaidy and Nouby, 2008;Kennedy and Hinkley, 2009;Owston et al, 2008), medical students education (Cockbain et. al., 2009;Maley et al, 2008), social workers training (Cooner and Hickman, 2008) and job education of nurses (Sung et al, 2008).…”

Section: Relative Workmentioning

confidence: 99%

The Blended Learning Ecosystem of an Academic Institution in Greece

Νικολαϊδου

Sofianopoulou

Alexopoulou

et al. 2010

International Journal of Web-Based Learning and Teaching Technologies

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Blended learning has been recognized as the most promising emerging trend in higher education, offering new capabilities, as it may significantly enhance the interaction and communication between instructors and students. The challenge of blended learning is to balance weaknesses and strengths of face-to-face and e-learning teaching environments and effectively combining them to provide enhanced learning capabilities. Its success should benefit instructor-student relation. To this end, the authors adopt ecosystem-based approach to model the blended learning environment and identify its constituents, i.e., instructors, students, consultants, technology. and their evolving relations. The proposed concept was utilized to explore the potential of blended learning in the academic environment. A study was conducted at Harokopio University of Athens over a period of three years to explore the relations between blended learning ecosystem constituents, focusing on instructor -student relation.

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“…Considering these benefits, BL has been widely adopted by various disciplines and specialties at undergraduate and postgraduate academic levels. Some examples of such courses include those related to medicine and allied health sciences, 7–10 arts, social and computer sciences 11–13 . In dental education, BL has been implemented for teaching of various preclinical modules/courses such as prosthetic dentistry, 14,15 preclinical endodontics, 16 oral radiology, 17 orthodontics, 18,19 and general pathology 20 …”

Section: Introductionmentioning

confidence: 99%

Assessment of blended learning for teaching dental anatomy to dentistry students

Ullah

Siddiqui

Adnan

et al. 2021

Journal of Dental Education

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Objectives Blended learning (BL) combines conventional face to face (F2F) sessions with online educational resources. This method includes the advantages of online course delivery without the omission of conventional F2F interaction. The purpose of the present study was to evaluate students' satisfaction and educational outcomes in a BL course compared to traditionally administered dental anatomy course. Methods A prospective non‐randomized study was conducted to compare the outcomes and perception of BL for teaching dental anatomy to dental students. First year dental anatomy students (n = 98) were included (48 in the conventional F2F learning and 50 in the BL group). Multiple choice questions were used to assess the achievement of learning outcomes and the Dundee Ready Education Environment Measure (DREEM) to determine the educational environment during the course. Results There was no significant difference in the pre‐test scores of both groups; however the mean post‐test score for the BL group (31.5 ± 4.5) was significantly higher than the F2F group (27.2 ± 4.9). The post‐test scores were comparable across both genders in the BL group while females secured significantly higher scores than males in the F2F group. The DREEM scores were also significantly higher in the BL group (147.3 ± 15.5) than the F2F group (134.5 ± 15.1) (p < 0.002). A similar pattern was observed in DREEM subscales. Conclusions The BL course is associated with improved students’ satisfaction and learner achievement compared to a conventionally administered dental anatomy course. In addition, BL enhanced students’ accessibility, self‐assessment, and higher level of engagement compared to F2F delivery of the course.

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Adopting a blended approach to learning: Experiences from Radiography at Queen Margaret University, Edinburgh

Cited by 11 publications

References 16 publications

Learning about Blended Learning through Students' Experiences

Learning about Blended Learning through Students' Experiences

The Blended Learning Ecosystem of an Academic Institution in Greece

Assessment of blended learning for teaching dental anatomy to dentistry students

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