NET 2011: A blended learning approach for study days
1. A blended learning approach for
study days:
Enhancing the learning experience
Mr James Little (Learning Technologist)
Dr Paul Galdas (Senior Lecturer)
2. Overview
• Study day background
• Considerations
• Rationale for blended learning
• Creating blended learning
• Emergent Issues
• Student feedback
• Summary
3. Background
• Administering intra-muscular injections:
Updating staff on IM injection technique, appropriate equipment, patient
preparation, pre- and post-assessment, and infection control issues.
• One full study day
• Variable delivery locations
• Repeated many times a year
• Resource intensive
• Combination of theoretical knowledge and practical skills
4. General Considerations
• What should drive changing any educational
experience?
• What is driving blended learning?
• “Do more with less”
• “Be more efficient”
• Pedagogical innovation
• Best student experience / outcomes
5. General Considerations
„External‟ pressures Pedagogical
• Allow more effective • Allow student-led
use of time learning
• Allow more study days vs. • Self-identification of
to be run learning needs
• External pressures can be used as an opportunity to
reconsider current educational methods/pedgagogy
• Any changes should be appropriate, pedagogically
sound and advantage (or at least not disadvantage) the
student experience.
6. Rationale for blended learning
External Pressures
• Staff time commitments reduced once online
learning created
• Allows more study days to run
• Enables students to attend more easily (half day
vs. full day of leave from work)
7. Rationale for blended learning
Pedagogical
Study day split into:
Theoretical knowledge Practical skills
• Online self-directed learning • Classroom based tutor-led
• Work through learning at their • More effective use of the
own pace time as already prepared
• Test their own working
knowledge prior to attendance
• Self-identify further learning
needs.
8. Creating blended learning
Pedagogical
• Study resources already
written
• Re-evaluated for online
learning
• Course Notes
• MCQs (self-test)
• Links to further reading
• Specific break-up of topic
areas
9. Creating blended learning
Technical
• Created in MOODLE
• Lots of options/future flexibility
• Students self-enrol to
access, bypassing central
registrations issues
13. Emergent Issues
• Accessing from within NHS requires compatibility with
very old web browsers (10 years old)
• „Proof‟ of use of the resource was not a requirement for
the face-to-face section of the study day, but could be
introduced if required.
• Different student learning styles were more easily
catered for.
• The pedagogical focus shifted from didactic „delivery of
information‟ to active and self-directed learning.
• Students started practical section of study day more
prepared and informed.
14. Student Feedback
January - May 2011, 251 students
Negative comments summary
× More practice time on mannequins, and more arms/mannequins to
practice injection technique.
× Staff considered it would be beneficial if they were able to share the
learning materials and online resources with their nursing students.
15. Student Feedback
January - May 2011, 251 students
Positive comments summary
Much needed update/refresher provided in a relaxed and supportive
atmosphere.
Further reading could be easily accessed via online course.
Evidence-based content, linking theory to practice.
Online component was excellent preparation for classroom session.
Information on how to give IM injections in different sites seen as
extremely valuable.
Content of study days was relevant to students‟ current practice and
increased their confidence in performing IM injections.
16. Summary
• It is possible to respond to a „changing environment‟ and
deliver an improvement to the student experience
• Pedagogical considerations need to be central, if not the
main driver of change
• External pressures can be used as an opportunity to
rejuvenate currently in-place educational
methods/pedagogy
17. Summary
• It is possible to “do more with less”. After an initial
investment of time to create the online component
tutor-led teaching time has been reduced by half.
BUT:
• This is not at the expense of the overall amount of learning being
reduced.
• On longer courses and tutor-led online activity this may not be
the case
• Freed-up time could either be used for further enriching teaching
or organisational needs
• Most importantly, the student experience and outcomes
have been improved
