Evaluation of a Blended Learning Approach Used in an Anatomy and Physiology Module for Pre-registration Healthcare Students

Stephen White, Andrew Sykes

Research output: Chapter in Book/Report/Conference proceedingConference contribution

7 Citations (Scopus)

Abstract

This paper presents evaluation data following the revision of the delivery method for an anatomy and physiology module for pre-registration healthcare practitioners, into a blended (hybrid) model. This subject is recognized as problematic when delivered by traditional methods, therefore change was instigated to introduce stimulating, interactive material; this was presented though use of e-learning tools to supplement the face-to-face sessions. The evaluation data consists of student outcomes from the hybrid mode of delivery compared with previous cohorts using the traditional methods, plus student satisfaction surveys from the students undertaking the module by blended learning. Results of the evaluation have identified that student outcomes for the new delivery method are demonstrating a trend for improvement for a multiplechoice exam, with no significant difference noted for a seen exam. The survey determined that the majority of students indicated satisfaction with the overall quality of the module, with the teaching methods, with the content and with the support provided to them. Therefore, this study suggests that a well designed blended learning system, with good academic content and interactive exercises are motivating for learning and yields as good, if not better, outcomes as a lecture. The module delivery will continue to be enhanced through the addition of synchronous chat facilities and online social network tools.
LanguageEnglish
Title of host publicationThe Fourth International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2012)
EditorsJose Valerdi, Bernd Krämer, Stephen White
PublisherInternational Academy, Research, and Industry Association (IARIA)
Number of pages9
Edition2
ISBN (Electronic)9781612081809
Publication statusPublished - 2012
EventInternational Conference on Mobile, Hybrid, and On-Line Learning - Universidad Politecnica de Valencia, Valencia, Spain
Duration: 30 Jan 20124 Feb 2012
Conference number: 4th
https://www.iaria.org/conferences2012/eLmL12.html (Link to Conference Website)

Conference

ConferenceInternational Conference on Mobile, Hybrid, and On-Line Learning
Abbreviated titleeLmL 2012
CountrySpain
CityValencia
Period30/01/124/02/12
Internet address

Fingerprint

Blended Learning
physiology
evaluation
student
data analysis
chat
teaching method
electronic learning
supplement
social network
trend
learning

Cite this

White, S., & Sykes, A. (2012). Evaluation of a Blended Learning Approach Used in an Anatomy and Physiology Module for Pre-registration Healthcare Students. In J. Valerdi, B. Krämer, & S. White (Eds.), The Fourth International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2012) (2 ed.). International Academy, Research, and Industry Association (IARIA).
White, Stephen ; Sykes, Andrew. / Evaluation of a Blended Learning Approach Used in an Anatomy and Physiology Module for Pre-registration Healthcare Students. The Fourth International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2012). editor / Jose Valerdi ; Bernd Krämer ; Stephen White. 2. ed. International Academy, Research, and Industry Association (IARIA), 2012.
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title = "Evaluation of a Blended Learning Approach Used in an Anatomy and Physiology Module for Pre-registration Healthcare Students",
abstract = "This paper presents evaluation data following the revision of the delivery method for an anatomy and physiology module for pre-registration healthcare practitioners, into a blended (hybrid) model. This subject is recognized as problematic when delivered by traditional methods, therefore change was instigated to introduce stimulating, interactive material; this was presented though use of e-learning tools to supplement the face-to-face sessions. The evaluation data consists of student outcomes from the hybrid mode of delivery compared with previous cohorts using the traditional methods, plus student satisfaction surveys from the students undertaking the module by blended learning. Results of the evaluation have identified that student outcomes for the new delivery method are demonstrating a trend for improvement for a multiplechoice exam, with no significant difference noted for a seen exam. The survey determined that the majority of students indicated satisfaction with the overall quality of the module, with the teaching methods, with the content and with the support provided to them. Therefore, this study suggests that a well designed blended learning system, with good academic content and interactive exercises are motivating for learning and yields as good, if not better, outcomes as a lecture. The module delivery will continue to be enhanced through the addition of synchronous chat facilities and online social network tools.",
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White, S & Sykes, A 2012, Evaluation of a Blended Learning Approach Used in an Anatomy and Physiology Module for Pre-registration Healthcare Students. in J Valerdi, B Krämer & S White (eds), The Fourth International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2012). 2 edn, International Academy, Research, and Industry Association (IARIA), International Conference on Mobile, Hybrid, and On-Line Learning, Valencia, Spain, 30/01/12.

Evaluation of a Blended Learning Approach Used in an Anatomy and Physiology Module for Pre-registration Healthcare Students. / White, Stephen; Sykes, Andrew.

The Fourth International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2012). ed. / Jose Valerdi; Bernd Krämer; Stephen White. 2. ed. International Academy, Research, and Industry Association (IARIA), 2012.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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AB - This paper presents evaluation data following the revision of the delivery method for an anatomy and physiology module for pre-registration healthcare practitioners, into a blended (hybrid) model. This subject is recognized as problematic when delivered by traditional methods, therefore change was instigated to introduce stimulating, interactive material; this was presented though use of e-learning tools to supplement the face-to-face sessions. The evaluation data consists of student outcomes from the hybrid mode of delivery compared with previous cohorts using the traditional methods, plus student satisfaction surveys from the students undertaking the module by blended learning. Results of the evaluation have identified that student outcomes for the new delivery method are demonstrating a trend for improvement for a multiplechoice exam, with no significant difference noted for a seen exam. The survey determined that the majority of students indicated satisfaction with the overall quality of the module, with the teaching methods, with the content and with the support provided to them. Therefore, this study suggests that a well designed blended learning system, with good academic content and interactive exercises are motivating for learning and yields as good, if not better, outcomes as a lecture. The module delivery will continue to be enhanced through the addition of synchronous chat facilities and online social network tools.

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White S, Sykes A. Evaluation of a Blended Learning Approach Used in an Anatomy and Physiology Module for Pre-registration Healthcare Students. In Valerdi J, Krämer B, White S, editors, The Fourth International Conference on Mobile, Hybrid, and On-line Learning (eLmL 2012). 2 ed. International Academy, Research, and Industry Association (IARIA). 2012