Laurie’s FL activity 5: Designing and describing flexible learning strategies

What is blended learning?

With the increase of tertiary student numbers and the need for technology-based education, educationalists need to deliver an optimal learning experience that is effective and appropriate for students’ learning needs (McColgan & Rice, 2012). “Technology-based learning increases flexibility in delivery and removes any geographical or time constraints often associated with traditional face-to-face learning. Studies have reviewed favourably the introduction of online or e-learning teaching pedagogies “(McColgan & Rice, 2012, p.35). Blended learning includes learning and teaching strategies that are computer and technologically based. It includes strategies that are wholly computer and web based for distance learning, but can also include various teaching methods that reinforce face to face teaching and learning like the use of podcasts, network learning and E-learning.

Sangra, Vlachopoulos and Cabrera (2012) define E-learning as “an approach to teaching and learning, representing all or part of the educational model applied, that is based on the use of electronic media and devices as tools for improving access to raining, communication and interaction and that facilitates the adoption of new ways of understanding”. It has also been defined as learning that combines online and face to face approaches (Heinze &Procter, 2004). Moule, Ward and Lockyer (2010) define E-learning as “any learning that uses information and communication technologies” (p.2786).  The various approaches or teaching techniques/strategies are all based on, or are reliant on effective communication between the lecturer and the student. Various forms of communication can include; face to face (to groups through lectures, tutorials and individually at formative, summative assessment and one on one), email, cellphone texting, blogs, networking or discussion boards, and the use of other electronic devices. By using all types of communication, the lecturer can meet the learning needs of the majority of students and allows the student to work at their own pace (Moule, Ward & Lockyer (2010). McColgan and Rice (2012) found that the students had no problem with using the various forms of technology, however access was not always guaranteed. However Moule et al., (2010) found that poor computer literacy skills adversely affected learning outcomes.

The below slide shows the different forms of E-learning (sorry no reference for this, I downloaded it and then changed sites but couldn’t find it when I went back – thank goodness this is a blog!!!)

(sorry, this slide didn't save onto my blog. i will forward it to anyone who is interested., Laurie)

Putting E-learning into a theoretical model Moule et al., (2010) produced the below figure which shows the various methods of technology used in nursing education and identifies the instructivist to constructivist approaches. “Instructivist learning theory, is a teacher–centred model of learning that suggests knowledge exists independently of the student, and is taught by the teacher to the student, who is considered as a passive recipient. Constructivist theory is student rather than teacher focused. The student constructs new knowledge through analysis of information and reference to experience and understanding. The ladder base identifies e-learning applications that give access to instructional material through to supporting constructivist approaches to learning (p.2786).

this slide also didn't save!!! frustrating. laurie

http://imageserver.ebscohost.com.opezproxy.otago.ac.nz/img/imageqv/actual/4bg/20101201/18009792.jpg?ephost1=dGJyMMTo50Sepq84yOvsOLCmr0qepq5Srqa4SK6WxWXS

E-learning is not just about the method or medium used to teach, it needs to be instructional by posing questions, problems or other interactional activities (Clary n.d). The following strategies will be discussed individually.

Network learning: Is a collaborative approach where students learn from a network of peers. Network learning aims to promote an environment where students are motivated with good communication and the formation of a learning community, which allows for individual learning styles and approaches. Working collaboratively is a precursor to team work which is essential in most nursing practice. Moule et.al., (2010), found in their research of nursing students that initially students were not active in using this approach, but once they started using discussion boards found it an excellent forum for their learning.

Email: this strategy I use on a daily basis. It enables me to keep in close contact with my students at most of the times. I now have an iPad which allows me to access my emails from home, and both my work places. Currently the students (both 1^st and 3^rd year) are expected to send me a reflection of their work on a weekly basis. This  allows me to see how they are going and if they are meeting their learning goals and objectives. The down side of this is that I don’t restrict my work time. It is not uncommon for me to be reading students work and responding to them late in the evening from home….but I suppose that is what being flexible and meeting the students’ needs is all about.

Smartphones: smartphones are the new generation cellphones. They have the capacity to access web-based programmes and can be used to contribute to peer learning. Functions of smartphones include sending text messages, viewing videos, and access to the Internet, and can be used to engage students and reinforce learning at a time or location that suits the students. Smartphones can be used for quick access to educational materials and guidelines during clinical experience or class time. Students can review educational videos and easily reach their clinical instructor via text message. Students can also download applications, subscriptions, and reference materials to enable their smartphone functions even further

Blogs, twitter and other social media including Facebook: This could be based on a simulation of a scenario based in primary health care. a situation using actors (to protect personal identity for clients) could be videotaped and placed onto a website (either twitter or UTube) and each student would make comments adding from previous students input to build a picture. Mistra (2011) found using twitter to teach critical care nursing skills allowed the student nurses to be better prepared for clinical placement in the Unit. Clifton and Mann (2011) found using UTube increased student engagement, critical awareness and facilitated deep learning. Furthermore, these videos could be accessed at any time of the day and from a place to suit the student.

Strategy	Content	Activity	Communication	Assessment
Network learning	1st year primary health care nursing students	Throughout their clinical placement and writing a community profile	All students can contribute to the community profile. Each person can take an aspect of the community to profile and using video or cameras	Individual contributions can be self-monitored
Email	Both 1st & 3rd year primary health students	Communication between lecturer and student. Allows for continuous feedback for students	Students send me their reflections on a weekly basis and I respond to them giving them feedback on their work.	Allows me to easily keep track of the students learning needs and an ability to give them feedback in a timely manner.
Smartphones	1st year students	Community profile	Students could work in a group to create a community profile. they could take photos and post onto a blog or other network	Individual contributions could be monitored
E portfolios	3rd year primary health students	Clinical placement and summative assessments	Portfolios could be sent directly to the lecturer to review and feedback on	Easily assessed and timely feedback can be given.
Blogs & twitter or other social media	1st & 3rd year primary care students	Using a clinical scenario on child development, students could build on the scenario to identify if a child is meeting their milestones	Via social media that would be limited to the student group and lecturer only	Individual contributions can be seen by all participants. The students can self-monitor.

Blended Learning Strategies – Template;  Bronwyn  Hegarty, Otago Polytechnic - 2011

References:
Clarey, J. (n.d). E-learning 101: an introduction to E-learning, learning tools and technologies presentation. Retrieved from; http://www.slideshare.net/edustudent3/e-learning-department-of-education-sargodha-university

Christiansen, A., & Bell, A. (2010).Peer learning partnerships: exploring the relationships of pre-registration nursing students.  Journal of Clinical Nursing. 18, 803-810.

Clifton, A., & Mann, C (2011). Can YouTube enhance student nurse learning? Nurse Education Today. 31(4): 311-313.

Heinze, A. & C. Procter (2004). Reflections on the use of blended learning]. Education in a Changing Environment. University of Salford, Salford, Education Development Unit. Retrieved fromhttp://www.ece.salford.ac.uk/proceedings/papers/ah_04.rtf .

McColgan, K., & Rice, C. (2012). An online training resource for clinical supervision. Nursing Standard. 26(24), 35-39.

Mistra, V. (2011).critical care training: Using Twitter as a teaching tool. Journal of Critical Care Nursing. 20 (20): 1292-1296.

Moule, P., Ward, R., & Lockyer, L. (2010). Nursing and healthcare students’ experiences and use of e-learning in higher education. Journal  of Advanced Nursing. 66(12), 2785–2795.

Sangra, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of E-learning: An approach top the conceptual framework. International Review of research in Open and Distance Learning. Retrieved from; www.irrodl.org/index.php/irrod1/artcile/view/1161/2146.