Blended Learning: Strengths, Challenges, and Lessons Learned in an Interprofessional Training Program

Lotrecchiano, Gaetano R.; McDonald, Paige; Lyons, Laurie; Long, Tony; Zajicek-Farber, Michaela L.

doi:10.1007/s10995-012-1175-8

Cited by 42 publications

(57 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They found this as requiring a high level-of-effort and thus pose a challenge to them. This eventually relates to the issue of time which is also another issue raised in implementing blended learning (Kenney & newcombe, 2010;Gedik et al, 2013;Lotrecchiano et al, 2013).…”

Section: Issues and Challenges In Implementing Blended Learningmentioning

confidence: 99%

“…Furthermore, instructors lack of pedagogical and technological skills is also a source of problem for them (Alebaikan & Troudi, 2010;Gedik et al, 2013, Lotrecchiano et al, 2013. The data revealed that some instructors who aim to implement blended courses lack specific instructional design framework to be used for the curricula (Alebaikan & Troudi, 2010).…”

Section: Issues and Challenges In Implementing Blended Learningmentioning

confidence: 99%

See 1 more Smart Citation

Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature

Ma'arop¹,

Embi²

2016

IES

103

View full text Add to dashboard Cite

While many educational premises including higher learning institutions favor blended learning over traditional approach and merely online learning, some academicians are still apprehensive about teaching in blended learning. The aim of this review is to synthesize the available evidence in the literature on challenges faced in implementing blended learning as well as the recommendations or lessons learnt from the experience. Eight articles published between January 2010 and December 2013 were appraised. This review revealed that among the challenges faced by the instructors are increased workload and time devotion, lack of pedagogical and technical skills to conduct the program and difficulty in finding the right blend between face-to-face and online learning. The review also discovered the importance of staff training, support and networking as strategies to help instructors deal with such issues.

show abstract

Section: Issues and Challenges In Implementing Blended Learningmentioning

confidence: 99%

Section: Issues and Challenges In Implementing Blended Learningmentioning

confidence: 99%

Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature

Ma'arop¹,

Embi²

2016

IES

103

View full text Add to dashboard Cite

show abstract

“…Moreover, technology has a key part in the delivery of healthcare education worldwide, with the use of elearning and blended learning approaches found to enhance knowledge, skills and learner satisfaction (Back et al, 2014;Barnard-Ashton, Koch and Rothberg, 2014;Lotrecchiano et al, 2013;Smyth et al, 2012, Ward, Moule andLockyer, 2009). Education delivered through online tools allow for a wide footprint, potentially providing a low-cost, easily accessible means of health education for large numbers of healthcare staff and students (Blake, 2010;NIB, 2014;DH, 2011b).…”

mentioning

confidence: 99%

Workplace wellness using online learning tools in a healthcare setting

Blake

Gartshore

2016

Nurse Education in Practice

View full text Add to dashboard Cite

The aim was to develop and evaluate an online learning tool for use with UK healthcare employees, healthcare educators and healthcare students, to increase knowledge of workplace wellness as an important public health issue. A 'Workplace Wellness' e-learning tool was developed and peer-reviewed by 14 topic experts. This focused on six key areas relating to workplace wellness: work-related stress, musculoskeletal disorders, diet and nutrition, physical activity, smoking and alcohol consumption. Each key area provided current evidencebased information on causes and consequences, access to UK government reports and national statistics, and guidance on actions that could be taken to improve health within a workplace setting. 188 users (93.1% female, age 18-60) completed online knowledge questionnaires before (n =188) and after (n = 88) exposure to the online learning tool. Baseline knowledge of workplace wellness was poor (n =188; mean accuracy 47.6%, s.d. 11.94). Knowledge significantly improved from baseline to post-intervention (mean accuracy = 77.5%, s.d.13.71) (t(75) = -14.801,p < 0.0005) with knowledge increases evident for all included topics areas. Usability evaluation showed that participants perceived the tool to be useful (96.4%), engaging (73.8%) and would recommend it to others (86.9%). Healthcare professionals, healthcare educators and pre-registered healthcare students held positive attitudes towards online learning, indicating scope for development of further online packages relating to other important health parameters.

show abstract

“…The curriculum emphasized an integration of the unique backgrounds of the different types of participants which may enhance the richness of activities such as the role-playing practices and other group activities (10). The TOT program incorporated a blended educational design that included dynamic didactic components along with a flexible online component which has been suggested to be an effective learning approach for adult professionals (16). Researchers in Bolivia have reported in a recent needs assessment that of all course styles, they would rank a hybrid course that included face-to-face and distance learning components as most preferred(3).…”

Section: Adult Learning Methodsmentioning

confidence: 99%

Research ethics training of trainers: developing capacity of bolivian health science and civil society leaders

et al. 2016

View full text Add to dashboard Cite

Abstract:Research and research ethics (RE) capacity is a key element for addressing health priorities of low -and middleincome countries (LMICs). With support from a NIH/FIC Research Ethics Education and Curriculum Development grant, a RE Training of Trainers (TOT) was implemented in Bolivia. The Steering Committee, including representatives from four Bolivian universities and PAHO, developed the RE TOT that included face-to-face, online and practicum components. Twenty trainees including faculty, researchers and community leaders participated. Pre/Posttest results demonstrated significant increases in overall RE knowledge (13.1% improvement, p-value < 0.0001). An evaluation demonstrated participants valued participatory learning strategies and the flexibility of the online component. TOT participants during the practicum component delivered RE workshops to their university and civil society communities in four regions (n= 3,700 people). The goals of the grant were accomplished through the development of a Steering Committee and implementation of the TOT course. Next steps include the design and implementation of a master's level research ethics education program in Bolivia. Key words: research ethics education, training of trainers (TOT), research ethics programs, low -and middle -income countries (LMICS)Formación en ética de investigación para profesionales: desarrollando capacidades para las ciencias de la salud y líderes de la sociedad civil en BoliviaResumen: La capacidad de investigación y ética de la investigación (EI) es un elemento clave para hacer frente a las prioridades de salud de los países de ingresos bajos y medios (PIBM). Con el apoyo de la subvención de ética de la Investigación de NIH/ FIC, una capacitación para capacitadores (CPC) fue implementado en Bolivia. El Comité Directivo, que incluye representantes de universidades y la OPS, desarrolló un CPC en EI que incluía componentes presenciales, virtuales y de práctica. Veinte participantes, incluyendo docentes, investigadores y líderes de la comunidad participaron. Los resultados de la pre/post prueba demostraron aumentos significativos en el conocimiento de EI (13,1% de mejora, valor de p< 0,0001). Una evaluación demostró que los participantes valoraron las estrategias de aprendizaje y la flexibilidad del componente virtual. Durante el componente de prácticas, los participantes hicieron talleres de EI que fueron presentados a sus comunidades universitarias y a la sociedad civil en cuatro regiones (n = 3,700 personas). Los objetivos de la subvención se llevaron a cabo mediante el desarrollo de un Comité Directivo y la implementación del CPC. Los próximos pasos incluyen el diseño e implementación de un programa de educación en ética de investigación a nivel de maestría en Bolivia.Palabras clave: educación en ética de la investigación, capacitación de capacitadores (CPC), programas de ética de la investigación, países de ingresos bajos y medios (PIBM)Pesquisa ética no treinamento de estagiários: desenvolvendo a capacitação da ciência da saúde bo...

show abstract

Blended Learning: Strengths, Challenges, and Lessons Learned in an Interprofessional Training Program

Cited by 42 publications

References 3 publications

Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature

Implementation of Blended Learning in Higher Learning Institutions: A Review of Literature

Workplace wellness using online learning tools in a healthcare setting

Research ethics training of trainers: developing capacity of bolivian health science and civil society leaders

Contact Info

Product

Resources

About