The expectations and experiences of blended learning approaches to patient safety education

Wakefield, Ann; Carlisle, Caroline; Hall, Andrew; Attree, Moira

doi:10.1016/j.nepr.2007.04.007

Cited by 37 publications

(28 citation statements)

References 7 publications

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“…Besides the advantages of blended learning reported in previous studies (Doiron & Asselin, 2011;Fong et al, 2005;Wakefield et al, 2008;Vaughan, 2007), there are some concerns IHLs should note when planning to venture into blended leaning. Some students might not be able to cope with the new responsibility of taking initiative in their learning process (Vaughan, 2007), and others might experience difficulty in adjusting to the online course structure in addition to managing their time and maintaining self-motivation (Fong et al, 2005).…”

Section: Student Readiness For Blended Learningmentioning

confidence: 91%

“…Generally, most researchers agree that blended learning can be described as a combination of conventional classroom and online learning (Garrison & Kanuka, 2004;Wakefield et al, 2008). Finn and Bucceri (2004) provide a more detailed definition that describes blended learning as an effective integration of multiple learning techniques, technologies, and delivery modes to meet specific communication, knowledge sharing, and informational needs of learners.…”

Section: Blended Learningmentioning

confidence: 99%

“…While blended learning can help create some flexible learning routes for individuals, it is not always apparent in the literature which learning route suits learners the best or enables them to experience maximum benefits (Wakefield et al, 2008). As suggested by Park (2009), it is essential for IHLs to understand student attitudes in order to assess their readiness for blended learning.…”

Section: Student Readiness For Blended Learningmentioning

confidence: 99%

“…One innovative solution is blended learning, in which modern technologies are integrated into the teaching and learning process, attempting to overcome some limitations that are experienced in the conventional classroom environment (Wakefield et al, 2008). Lopez-Perez et al (2011) point out that when IT is adopted to complement traditional modes of classroom teaching, tertiary students seem to prefer this approach.…”

Section: Introductionmentioning

confidence: 99%

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Readiness for Blended Learning: Understanding Attitude of University Students

Tang

2013

ijcse

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Information technology (IT) has provided new means for learning delivery outside of conventional classrooms. Leveraging on IT, blended learning is an approach which takes advantage of the best that both the classroom and online learning can provide. To help institutions of higher learning (IHLs) improve their understanding of how students view blended learning and formulate a strategy to successfully implement blended learning, the main objective of this paper is to examine how the attitude of students towards different learning aspects could influence their readiness for blended learning. We conceptualized six learning aspects in a research model and then collected responses from 201 full-time undergraduate students to validate the model. Analyses revealed three key findings. First, the use of technology in education was not a hindrance to the students. Second, blended learning adaptability, which was modelled as a second-order formative construct and formed by four first-order reflective constructs-attitude towards online learning, study management, online interaction, and learning flexibility-had a International Journal of Cyber Society and Education 80 positive relationship with student readiness for blended learning. Third, attitude towards classroom learning had a negative relationship with student readiness for blended learning. An understanding of student attitude towards different learning aspects can be critical in the assessment of student readiness for blended learning, which is a prerequisite for successful implementation of blended learning.

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Section: Student Readiness For Blended Learningmentioning

confidence: 91%

Section: Blended Learningmentioning

confidence: 99%

Section: Student Readiness For Blended Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Readiness for Blended Learning: Understanding Attitude of University Students

Tang

2013

ijcse

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“…For instance, Bentley et al [43] investigated the learning experience and perceptions of the students, and showed a fairly high level of student satisfaction with the programme. Whereas, Wakefield et al [44] found that students' views on blended learning varied. Some were positive, while others felt e-learning did not suit their preferred learning style, or the subject matter.…”

Section: Discussionmentioning

confidence: 98%

Review on Blended Learning: Identifying the Key Themes and Categories

Wei¹,

Chang

2017

IJIET

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Abstract-Blended learning is getting popular nowadays. Even though many studies have been conducted on online learning, studies specifically on blended learning are still scarce. This paper reports on a systematic literature review about blended learning of 103 journal research articles. The purpose of the review is to explore the status of blended learning research, and identify their themes and categories according to their contents. Twelve themes are identified of the articles examined in this paper. Findings showed that these researches mainly belong to six categories: design, strategy, factors, evaluation, methodology and review. Researches in each category are discussed in this paper. Future directions for research are discussed.

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Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post‐COVID‐19 era

Cheng,

Xu,

Tang

et al. 2023

Anatomical Sciences Ed

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Blended learning, which combines face‐to‐face lectures with online learning, has emerged as a suitable teaching approach during the COVID‐19 pandemic. This study used a national survey of anatomy educators in Mainland China to evaluate the changes in the implementation of blended learning in anatomical pedagogy. A total of 297 responses were collected from medical schools across all provinces. Respondents included 167 males and 130 females, with an average age of 44.94 (±8.28) and average of 17.72 (±9.62) years of professional experience. The survey showed adoption of online teaching and assessment by Chinese anatomy educators increased by 32.7% and 46.8%, respectively, compared to pre‐pandemic levels. Perceptions of blended learning outcomes varied, with 32.3% and 37% educators considering it superior and inferior to traditional teaching, respectively. Faculty training programs related to blended learning increased significantly, fostering a collaborative learning environment; however, challenges remained in achieving satisfactory online assessment outcomes. Anatomy educators' attitudes reflected a strong preference for classroom learning (4.941 ± 0.856) and recognition of the importance of relevant technology (4.483 ± 0.954), whereas online learning received lower acceptance (4.078 ± 0.734). Female anatomy teachers demonstrated effective time management in online teaching. Meanwhile, educators with over 15 years of experience encountered difficulties with relevant technology, consistent with negative attitudes toward blended learning. Overall, this survey highlights the persistent challenges in implementing blended learning in anatomy education and provides insights for enhancing the pedagogical model in the post‐COVID‐19 era.

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The expectations and experiences of blended learning approaches to patient safety education

Cited by 37 publications

References 7 publications

Readiness for Blended Learning: Understanding Attitude of University Students

Readiness for Blended Learning: Understanding Attitude of University Students

Review on Blended Learning: Identifying the Key Themes and Categories

Chinese anatomy educators' perceptions of blended learning in anatomy education: A national survey in the post‐COVID‐19 era

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