Blended learning: Uncovering its transformative potential in higher education

Garrison, D. Randy; Kanuka, Heather

doi:10.1016/j.iheduc.2004.02.001

Cited by 3,142 publications

(2,270 citation statements)

References 7 publications

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“…1,2 A growing body of literature illustrates successful implementation of blended instruction across different disciplines, including pharmacy education. [3][4][5][6] The design of these blended learning environments in higher education is largely based on constructivist and adult learning principles.…”

Section: Introductionmentioning

confidence: 99%

Student Perceptions of a Flipped Pharmacotherapy Course

Khanova

McLaughlin

Rhoney

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To evaluate student perception of the flipped classroom redesign of a required pharmacotherapy course. Design. Key foundational content was packaged into interactive, text-based online modules for selfpaced learning prior to class. Class time was used for active and applied-but primarily case-basedlearning. Assessment. For students with a strong preference for traditional lecture learning, the perception of the learning experience was negatively affected by the flipped course design. Module length and time required to complete preclass preparation were the most frequently cited impediments to learning. Students desired instructor-directed reinforcement of independently acquired knowledge to connect foundational knowledge and its application. Conclusion. This study illustrates the challenges and highlights the importance of designing courses to effectively balance time requirements and connect preclass and in-class learning activities. It underscores the crucial role of the instructor in bridging the gap between material learned as independent study and its application.

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Section: Introductionmentioning

confidence: 99%

Student Perceptions of a Flipped Pharmacotherapy Course

Khanova

McLaughlin

Rhoney

et al. 2015

American Journal of Pharmaceutical Education

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“…There are much published data indicating the benefits of case-based learning and other active learning pedagogies (over lecture), especially when used for higher levels of learning and assessment, as is commonly the case in pharmacotherapy courses. [9][10][11][12][13] The sheer number of topics that can be covered within pharmacotherapy courses may require the use of lecture for efficiency, but the recommendations from the 2016 toolkit should be recognized as an opportunity to review pedagogical approaches used to incorporate more application based, clinically oriented activities. This study is not without its limitations, the first of which is the survey response rate of 58%.…”

Section: Discussionmentioning

confidence: 99%

Comparing Pharmacotherapy Instruction to the 2009 and 2016 ACCP Toolkit Recommendations

Woodruff

Albanese

Prescott

2018

American Journal of Pharmaceutical Education

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Methods.A survey was sent to representatives at US PharmD programs. The survey consisted of questions pertaining to: pharmacotherapy credit-hours; contact time spent for each therapeutic subject area; and pedagogical methods used. Data were analyzed using descriptive statistics. Results.Representatives from 75/129 PharmD programs responded (response rate 58%). A median of 23 credit-hours were devoted to required pharmacotherapy. Infectious diseases and cardiology were taught with the greatest number of contact hours. Lecture was the most utilized principal method of instruction delivery but the incorporation of case-based learning was also common.

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“…One way to address the scheduling challenges students identified is through the implementation of blended learning and flipped classroom techniques. Blended learning combines independent learning, often online-based, with group or hands-on application exercises [25]. In a formally flipped or inverted classroom model, traditional lecture material is studied independently ahead of class time, and inperson lectures are reserved for group work, collaboration, hands-on learning, and in-depth problemsolving.…”

Section: Curriculum Structure Reviewmentioning

confidence: 99%