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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 0000-0002-6579-5532), Carole-Lynne Lenavenec
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
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  Data: 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
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  Data: 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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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 38
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Nursing Students
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Blended Learning
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      – SubjectFull: Clinical Experience
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      – SubjectFull: Learning Management Systems
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Course Evaluation
        Type: general
      – SubjectFull: In Person Learning
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Journal Articles
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Instructional Innovation
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Peer Groups
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Canada (Calgary)
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      – TitleFull: The Context of Blended Learning Environments: Lessons We Have Learned
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