Blended learning in health education: three case studies

Abstract

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.

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs

“…We use the definition of blended learning as "a combination of traditional face-to-face and online instruction" (Graham 2013, p. 334). Educational programs can benefit from technology exploited for learning and teaching, since it offers greater flexibility with regard to time and place (Turney et al 2009;Newhouse et al 2013;De Jong et al 2014;Ng et al 2014) thereby enhancing access and learning opportunities for students on and off campus and nationally and internationally. In a literature review, Spanjers et al (2015) conclude that blended learning has the potential to improve education but that, in practice, the effects on effectiveness, attractiveness, and perceived demands differed much between studies.…”

The Longitudinal Study Of Medical And Health Care Students’ Experiences And Attitudes Towards Interprofessional Learning In First Semester Course

“…The role of facilitators was important to make the discussions more explicit and open minded to IP thinking. De Jong et al (2014) pointed also the importance of clear rules and technical support in elearning.…”

“…The course architecture was built on blended methods (Sung, Kwon & Ryu, 2008;de Jong et al, 2014) and it consisted of three parts. The students learned and worked together in IP groups in various environments processing the idea of IPL, patient centred care, and the trust of each other (McMurtry, 2010).…”

“…The use of real life cases will help the students to solve problems together and perceive a realistic client centered picture how the health care system works (Salomon, Baptiste, Hall, Luke, Orchard, Rukholm, Carter, Kiong & Damiani-Taraba, 2015;de Jong, Savin-Baden, Cunningham & Verstegen, 2014;Lindqvist, Duncan, Shepstone, Watts & Pearce, 2005). The careful preparation of instructors for their roles in developing, delivering and evaluating IPE is very important, when planning a new curriculum (WHO, 2013;.…”

Research challenges in digital education

“…The same ‘as compared to what?’ question arises here. As both Dankbaar et al [14] and De Jong et al [15]. indicate, there is substantial evidence that students learn as well from an online resources as from face-to-face instruction.…”