Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review

McGarry, Ben J.; Theobald, Karen; Lewis, Peter; Coyer, Fiona

doi:10.1016/j.nedt.2015.06.009

Cited by 50 publications

(38 citation statements)

References 38 publications

(120 reference statements)

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“…Staker and Horn (2012) define blended learning as "a formal education programme in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path and/or pace; and at least in part at a supervised brick-and-mortar location away from home" (p. 3). Described as a mixture of technology-enhanced learning experiences combined with more traditional learning experiences, blended learning entails integration of both face-to-face interaction and technologically mediated interaction between students, teachers and learning resources (Bliuc et al, 2007;McGarry et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Blended learning via distance in pre-registration nursing education: A scoping review

Jowsey

Foster

Cooper-Ioelu

et al. 2020

Nurse Education in Practice

252

193

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Prior to the Covid-19 global pandemic, we reviewed literature and identified comprehensive evidence of the efficacy of blended learning for pre-registration nursing students who learn across distances and/or via satellite campuses. Following a methodological framework, a scoping literature review was undertaken. We searched six databases (EBSCOHOST (CINHAL plus; Education research Complete; Australia/New Zealand Reference Centre); Google Scholar; EMBASE (Ovid) [ERIC (Ovid); Medline (Ovid)]; PubMed: ProQuest Education Journals & ProQuest Nursing & Allied Health Source) for the period 2005-December 2015. Critical appraisal for critiquing qualitative and quantitative studies was undertaken, as was a thematic analysis. Twenty-eight articles were included for review, which reported nursing research (n = 23) and student experiences of blended learning in higher education (n = 5). Four key themes were identified in the literature: active learning, technological barriers, support, and communication. The results suggest that when delivered purposefully, blended learning can positively influence and impact on the achievements of students, especially when utilised to manage and support distance education. Further research is needed about satellite campuses with student nurses, to assist with the development of future educational practice.

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Section: Introductionmentioning

confidence: 99%

Blended learning via distance in pre-registration nursing education: A scoping review

Jowsey

Foster

Cooper-Ioelu

et al. 2020

Nurse Education in Practice

252

193

View full text Add to dashboard Cite

show abstract

“…To maintain the quality of medical training under the circumstances of the COVID-19 pandemic, medical educators need to think outside the box [9]. As one set of solutions, digital technologies have been used to support innovative teaching on e-learning platforms, virtual training or video-conferencing [9, [14][15][16]. Several authors have also suggested combining technology-enhanced learning experiences with traditional ones [9, 14,15,17].…”

Section: Introductionmentioning

confidence: 99%

“…As one set of solutions, digital technologies have been used to support innovative teaching on e-learning platforms, virtual training or video-conferencing [9, [14][15][16]. Several authors have also suggested combining technology-enhanced learning experiences with traditional ones [9, 14,15,17]. Nevertheless, little is known about medical students' perspectives on continuing their training during the summer semester 2020 as the pandemic persists.…”

Section: Introductionmentioning

confidence: 99%

Medical education in times of COVID-19: German students’ expectations – A cross-sectional study

Loda¹,

Löffler

Erschens³

et al. 2020

PLoS ONE

100

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Background Since the COVID-19 pandemic has affected the education of medical students, medical faculties have faced the challenge of adapting instruction to digital platforms. Although medical students are willing to support pandemic response efforts, how the crisis will affect their medical training remains uncertain. Thus, in this study, we investigated the teaching- and learning-related stressors and expectations of medical students in Germany during the COVID-19 pandemic. Methods A cross-sectional survey was distributed online to undergraduate medical students at medical faculties in Germany. Students answered questions about COVID-19 and teaching (on a 7-point Likert scale from 0 (“not at all”) to 6 (“completely”)) and completed mental well-being measurements, including the State–Trait Anxiety Inventory (STAI), the Generalised Anxiety Disorder scale (GAD-7) and the Perceived Health Questionnaire (PHQ-9). Descriptive data analysis, a t-test and Pearson correlations were performed to process the data. Results Medical students felt well-informed about COVID-19 in general (M = 5.64, SD = 1.28) and in the medical context (M = 5.14, SD = 1.34) but significantly less informed about the pandemic in the academic context, M = 2.47, SD = 1.49, t(371) = 31.98, p < .001. Their distress levels were high (STAI: M = 45.12, SD = 4.73) and significantly correlated with the academic context (rp = .164, p < .01) but not their private lives. Concerning how they were taught, they most often expected online lectures (91.7%) and live broadcasts (67.2%) and less often expected innovative digital teaching strategies, including serious games (17.3%) and virtual-reality exercises (16.7%). Discussion Medical students seem to be aware of the COVID-19 pandemic and its consequences for academic and healthcare contexts. They also seem to think that their teachers will enhance their digital competencies during the pandemic. Therefore, faculties of medicine need to rapidly and adequately digitalise their approaches to teaching.

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“…In Report no.16 (2016–2017), the Norwegian Government provides guidelines for more active and varied learning methods in higher education [ 24 ]. The use of blended learning has increased in combination with technological advancement [ 25 ]. Blended learning is a relatively new pedagogical framework that includes several methods [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

2018

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BackgroundIt is important that mental health nursing students at Bachelor level obtain effective communication skills. Many students dread the fact that in the mental health field they will encounter patients and relatives with various backgrounds and personalities. Large classes and limited teaching resources in nursing education are challenging. To prepare students for mental health nursing practice, a communication skills course based on the blended learning method was developed and carried out at two different campuses.The aim of the study is to explore Bachelor nursing students’ appraisal of blended learning methods for enhancing communication skills in mental health nursing.MethodsThis study employed an exploratory design. Teaching and information materials were available on the learning management system (LMS). Videotaped role play training was carried out in the Simulation Department. Data were collected after the course by means of a questionnaire with closed and open-ended questions. The response rate was 59.2%. Quantitative data were analysed using the Statistical package for the Social Sciences (SPSS) and the Kruskal Wallis test, while qualitative data were analysed by content analysis based on Graneheim and Lundman’s approach.ResultsNo impact of background variables was observed. Students appreciated teachers’ participation in role play and immediate feedback was considered especially important for learning outcomes. The students perceived that their communication skills and knowledge had improved after completing the blended learning programme.ConclusionsAccording to the nursing students, blended learning is an appropriate method for improving communication skills in preparation for mental health nursing. Blended learning makes it possible to build flexible courses with limited resources.Electronic supplementary materialThe online version of this article (10.1186/s12912-018-0288-9) contains supplementary material, which is available to authorized users.

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Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review

Cited by 50 publications

References 38 publications

Blended learning via distance in pre-registration nursing education: A scoping review

Blended learning via distance in pre-registration nursing education: A scoping review

Medical education in times of COVID-19: German students’ expectations – A cross-sectional study

Communication in mental health nursing - Bachelor Students' appraisal of a blended learning training programme - an exploratory study

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