Designing Learning Environments to Foster Affective Learning: Comparison of Classroom to Blended Learning

Abstract

Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare them to be novice practitioners. The move in higher education toward online and blended learning (a mix of online and traditional, classroombased learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, Professional Identity: Behaviors and Attitudes, from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students' perceived understanding of topics related to affective learning, the blended learning group perceived a significantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group. KeywordsAffective learning, Blended learning, Occupational therapy education Abstract Affective learning is a key dimension of health professional education and involves teaching topics such as empathy or grief that impact student attitudes and beliefs to prepare them to be novice practitioners. The move in higher education toward online and blended learning (a mix of online and traditional, classroom-based learning) disrupts traditional approaches to teaching professional affect, which is heavily reliant on instructor modeling. This paper documents insight into the redesign process of a course, Professional Identity: Behaviors and Attitudes, from a traditional to a blended learning format, with a focus on affective learning. This study employed a survey approach to compare classroom and online student perceptions of learning across the seven affective topics of the course. The study also examined the contribution of various technology-enhanced learning activities to the students' perceptions of learning. Twenty-five classroom students and 64 blended learning students indicated that while both formats increased students' perceived understanding of topics related to affective learning, the blended learning group perceived a significantly greater understanding in four affective topic areas. Furthermore, blended learning students cited reading, online discussions, and unstructured out-of-classroom discussions as contributing to their learning significantly more than the classroom group.

Effect of Blended Learning on Newly Nursing Student's Outcomes Regarding New Trends in Nursing Subject at Ain Shams University

“…Also Schaber et al [43] added that proved that both classroom and blended learning formats are effective in enhancing learner's perceived understanding of affective content, although blended learning was proved more effective than classroom learning.…”

Inverting Instruction in Literacy Methods Courses

“…As we continue to invert our instruction, we have come to realize that doing so is more about the process of learning and how best to structure learning experiences to support students rather than a focus on technology. Schaber and colleagues () noted, “A successful learning environment is community‐centered, because a cohort of learners provides the support, motivation, and challenge to foster growth (Wenger, )” (p. 3). Similarly, Bergmann and Sams () argued, “Flipping the classroom is more about a mindset: redirecting attention away from the teacher and putting attention on the learner and the learning” (p. 11).…”

“…Nell and Wilkinson () also reported that what worked best in a blended course was not only the improved contact between the students and the instructor but also the immediate feedback that students received from the instructor. Furthermore, research has suggested that engagement in socially structured communities of practice with high levels of collaboration and feedback foster deeper levels of knowledge construction and often result in improved student learning (Akyol & Garrison, ; Alonso, Lopez, Manrique, & Vines, ; Schaber, Wilcox, Whiteside, Marsh, & Brooks, ). An increased focus on small‐group work during class plus online communication increased opportunities to develop communities of practice both outside and during class.…”

“…Therefore, many students mentioned that they would stop and rewind videos, take notes, and prepare questions for class discussions. As Schaber and colleagues () indicated, delivery of course content does not need to be centered on the performance of the instructor and may be achieved through multiple tools. Schaber et al.…”

Embed Attitude from Student on Elearning Using Instructional Design with ADDIE Model

“…Develop is make or realize quizioner design that was created previously [10] [3] and the implementation is to implement or deploy questionnaires that have been made previously to the object of research or student. Here are the questions quizioner which will be given to students: After making as many as 20 questions on quizioner, the next step is the selection of the sample, the quizioner multiply and spread to some predetermined Students, Students will be given a few clues about the workmanship and given time to work.…”