The Context of Blended Learning Environments: Lessons We Have Learned
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| Title: | The Context of Blended Learning Environments: Lessons We Have Learned |
|---|---|
| Language: | English |
| Authors: | Sandra Hirst (ORCID |
| Source: | Papers on Postsecondary Learning and Teaching. 2024 7:38-43. |
| Availability: | Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses Speeches/Meeting Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Nursing Students, Educational Environment, Blended Learning, Clinical Experience, Learning Management Systems, Universities, Student Attitudes, Feedback (Response), Course Evaluation, In Person Learning, Foreign Countries, Journal Articles, Student Satisfaction, Instructional Innovation, Student Centered Learning, Peer Groups, Cooperative Learning |
| Geographic Terms: | Canada (Calgary) |
| ISSN: | 2560-6050 |
| Abstract: | Let us lay the context for our conversation: My senior level undergraduate nursing students, all of whom were doing their clinical experience at health care centres in Calgary, appreciated not having to travel to the University after their clinical day to have a face-to-face hour session with myself as their instructor. In previous years, we used a platform called Blackboard, and then Desire to Learn. Each student described what they had learned that day. When we had our face-to-face weekly session on non-clinical days, they reviewed their peer group projects. In providing course feedback, students emphasized that the online approach facilitated their peer group learning and enhanced their confidence in doing classroom presentations. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1431588 |
| Database: | ERIC |
| Abstract: | Let us lay the context for our conversation: My senior level undergraduate nursing students, all of whom were doing their clinical experience at health care centres in Calgary, appreciated not having to travel to the University after their clinical day to have a face-to-face hour session with myself as their instructor. In previous years, we used a platform called Blackboard, and then Desire to Learn. Each student described what they had learned that day. When we had our face-to-face weekly session on non-clinical days, they reviewed their peer group projects. In providing course feedback, students emphasized that the online approach facilitated their peer group learning and enhanced their confidence in doing classroom presentations. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] |
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| ISSN: | 2560-6050 |
