Cultural realizations from an international blended learning program

2008 ◽  
Author(s):  
Lisa Oliver ◽  
Ravisha Mathur
Keyword(s):  
Blended Learning ◽  
Learning Program

scholarly journals Engaging Multiple Teams to Design a Blended Learning Course

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Monica W. Tracey ◽  
Tamme Quinn Grzebyk
Keyword(s):  
Blended Learning ◽  
Stakeholder Involvement ◽  
Design Teams ◽  
Parenting Skills ◽  
Learning Program ◽  
Web Based ◽  
Design Case ◽  
Based Instruction ◽  
Novice Students ◽  
Made In

In the following design case, a blended learning program was designed and developed for parents interested in improving their parenting skills with their children. Numerous design teams developed the program, consisting of both synchronous live events and asynchronous web-based instruction. Teams were comprised of novice students, professors, and expert designers. This design case explores the design space and design decisions made in light of varied and unique stakeholder involvement. It also illustrates the products developed.

scholarly journals Blended learning program for the development of skills in the aspiration of artificial airways

2021 ◽  
Vol 29 ◽  
Author(s):  
Aldenora Laísa Paiva de Carvalho Cordeiro ◽  
Fernanda Titareli Merizio Martins Braga ◽  
Luciana Regina Ferreira da Mata ◽  
Karina Dal Sasso Mendes ◽  
Rafael Cordeiro Fófano ◽  
...  
Keyword(s):  
Blended Learning ◽  
Content Validity ◽  
Nursing Intervention ◽  
Learning Program ◽  
Theoretical Frameworks ◽  
Validity Index ◽  
Perfect Agreement ◽  
Inverted Classroom ◽  
Content Validity Index ◽  
Agreement Coefficient

Objective: to develop and validate a blended learning program, of the inverted classroom type, on the aspiration of artificial airways. Method: applied and methodological research that involved technological production for teaching a Nursing Intervention, based on Vygotsky’s theoretical frameworks and on the Nursing Process. For elaboration and validation, a classic instructional design model was followed. The general and pedagogical requirements were validated, as well as those for videos and interface. For the analysis, the Content Validity Index and the First-order agreement coefficient were used. Results: 34 experts participated, 27 of whom were nurses and seven were professionals in Information Technology. In the nurses’ opinion, the general and pedagogical requirements obtained a Content Validity Index of 0.99 and 0.98 was obtained for the videos and for the interface. The interface for the IT professionals was 0.94. All requirements showed almost perfect agreement. Conclusion: the teaching program was elaborated and validated by experts and constitutes an innovative proposal to train nurses. The mediation of teaching by means of duly validated technologies can favor learning and reaching positive results in the development of skills in the practice of aspiration of artificial airways.

Study of Blended Learning in Higher Education and the Role of Social Media Applications With Special Reference to Vietnam

2021 ◽  
pp. 293-306
Author(s):  
Thanh Hong Lam ◽  
Jaheer Mukthar K. P. ◽  
Lanh Thanh Le ◽  
Hien Thanh Le ◽  
Nam Duy Nguyen ◽  
...  
Keyword(s):  
Social Media ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Traditional Education ◽  
Learning Context ◽  
Learning Program ◽  
Blended Courses ◽  
It Resources ◽  
Media Applications

The present study aims to examine the effect of the combination of learning methods, in which diverse IT resources are applied to facilitate study activities of Vietnamese undergraduate students. The main focus of this study is that in the blended learning context of Vietnam education, the combination of various communication means such as F2F and traditional education technologies can enable the level of engagement of students with the blended courses. The study measured the level of students' engagement in the blended learning program, in which physical classrooms and different IT resources are implemented. The authors distinguish two kinds of IT resources: traditional education technologies and social media applications. It is proposed that while F2F classrooms and traditional education technologies can enable students' engagement, which leads to stronger satisfaction and motivation. Meanwhile, social media applications can intensify those relationships.

Factors Influencing International Student Success in a K-12 Blended Learning Program

2017 ◽  
pp. 93-108
Author(s):  
Annette Levesque ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Student Success ◽  
Blended Learning ◽  
Foreign Students ◽  
Educational Systems ◽  
Analysis Model ◽  
Learning Program ◽  
Learning Programs ◽  
Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

scholarly journals DisasterSISM: A Multi-Level Blended Learning Program in Disaster Medicine for Medical Students

2019 ◽  
Vol 34 (s1) ◽  
pp. s83-s83
Author(s):  
Luca Ragazzoni ◽  
Andrea Conti ◽  
Marta Caviglia ◽  
Fabio Maccapani ◽  
Francesco Della Corte
Keyword(s):  
Virtual Reality ◽  
Medical Students ◽  
Blended Learning ◽  
Health Professionals ◽  
Disaster Response ◽  
Medical Schools ◽  
Disaster Medicine ◽  
Basic Knowledge ◽  
Learning Program ◽  
Final Exam

Introduction:Disaster medicine has been identified as a fundamental discipline for health professionals. In Italy, the role of physicians during disaster response is officially recognized by the Italian Code of Medical Ethics and by the Ministry of Education. Nevertheless, few Italian medical schools include this discipline in their curricula.Aim:With the aim of teaching basic knowledge of disaster medicine to Italian medical students, Research Center in Emergency and Disaster Medicine (CRIMEDIM) and Italian Medical Students’ Association (SISM) developed DisasterSISM, a nationwide training project in disaster medicine.Methods:DisasterSISM consists of three courses: Basic, Advanced, and Train-of-Trainers (ToT). The Basic courses are managed by medical students who are trained during the one-week intense ToT. All courses are delivered using innovative training methodologies, such as e-learning, peer education, table-top exercises, and virtual reality simulations.Results:From 2012 to 2018, a total of 122 courses (111 Basic, 5 Advanced, and 6 ToT) have been delivered. DisasterSISM reached 37 out of 45 Italian medical schools, training more than 2,500 students. A survey conducted after the end of each course showed that participants considered the knowledge in Disaster Medicine essential for their future profession, regardless of the specialty chosen. Students also expressed their appreciation about the blended-learning approach, with a predilection for virtual reality simulations. The comparison between the entrance and the final exam scores showed a significant increase in knowledge.Discussion:In six years, DisasterSISM reached the majority of Italian medical schools, providing disaster medicine knowledge to hundreds of undergraduates. Considering the fast growth and diffusion of the project, the significant increase of knowledge, and the positive feedback received from participants, we suggest that the DisasterSISM model be implemented in other countries to widely disseminate information about prevention and disaster preparedness among medical students and health professionals.

scholarly journals An Examination of Interprofessional Team Functioning in a BScN Blended Learning Program: Implications for Accessible Distance-Based Nursing Education Programs

2016 ◽  
Vol 41 (1) ◽  
Author(s):  
Lorraine Mary Carter ◽  
Bev Beattie ◽  
Wenda Caswell ◽  
Scott Fitzgerald ◽  
Behdin Nowrouzi
Keyword(s):  
Nursing Education ◽  
Blended Learning ◽  
Learning Program ◽  
Clinical Placements ◽  
Bachelor Of Science ◽  
Interprofessional Team ◽  
Practical Nurse ◽  
Part Time ◽  
Team Functioning ◽  
Learning Professionals

In this study, the perceptions and experiences of an interprofessional team responsible for the development and delivery of the Registered Practical Nurse (RPN) to Bachelor of Science in Nursing (BScN) Blended Learning Program at Nipissing University were examined. In this program, RPNs can acquire a BScN through distance-based part-time study, including online courses and clinical practicum. In three years, the program has grown from an initial intake of 60 students to a current enrolment of over 600 students (Fitzgerald, Beattie, Carter, & Caswell, 2014).The success of the program is attributed to three factors: a part-time curriculum that permits students to work as they study; partnerships with hospitals and other clinical facilities to support the nurse-learner’s clinical placements; and the performance of a highfunctioning interprofessional team. This study of teamwork will benefit nursing and adult learning educators as well as e-learning professionals involved in the development and delivery of flexible programs for working nurses.

Reflective Practice, Professional Learning, and Educational Partnerships

2011 ◽  
pp. 188-203
Author(s):  
Chris Brook ◽  
Graeme Lock
Keyword(s):  
Blended Learning ◽  
Reflective Practice ◽  
Performance Management ◽  
Professional Learning ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Learning Experience ◽  
Theory And Practice ◽  
Educational Partnerships ◽  
Learning Program

In light of current interest in teacher education, this chapter presents an outcome of a study that sought to explore ways that the classroom practices and status of teachers might be improved. The enquiry used a model of professional learning that incorporated blended learning, reflective practice, performance management processes, authentic experiences, and tertiary learning to encourage change in classroom settings. Teacher insights were explored and their classroom practices analysed to identify any change in teacher behaviours that might be attributed to participation in the learning program. Findings suggest that teachers are largely dissatisfied with conventional approaches to professional development believing them to be separate from the classroom experience and ineffective in bring about change. However, teachers in this study found that a blended learning setting that fostered an intentional connection between theory and practice and collaborative learning provided a strong learning experience that translated to change in classroom practice.

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