Large-scale Blended Learning Design in an Undergraduate Interprofessional Course in Norway: Students’ Perspectives from an Exploratory Study
Fiche du document
2021
- handle: 10670/1.5df28r
- doi: 10.22230/jripe.2021v11n1a319
Ce document est lié à :
Journal of Research in Interprofessional Practice and Education ; vol. 11 no. 1 (2021)
Tous droits réservés ©, 2021KariAlmendingen, MarianneMolin, JūratėŠaltytė Benth
Mots-clés
Health Professionals Learning Community Blended learning Interprofessional learning Health studies Social studies Teacher educationSujets proches
Learning process Scholarship LearningCiter ce document
Kari Almendingen et al., « Large-scale Blended Learning Design in an Undergraduate Interprofessional Course in Norway: Students’ Perspectives from an Exploratory Study », Journal of Research in Interprofessional Practice and Education, ID : 10.22230/jripe.2021v11n1a319
Métriques
Partage / Export
Résumé
Background: The purpose of this study was to assess learning outcomes and student satisfaction after participating in a large-scale interprofessional (IPL) blended learning course.Methods and findings: In this cross-sectional study, students from health, social care, and teacher education programs completed two questionnaires. The majority were satisfied with the blended learning approach. The IPL group discussions resulted in learning outcomes that were two times higher than those from traditional instruction, including lectures and assignments. Health and social care students reported lower learning outcomes and satisfaction than teacher education and child welfare students (p < 0.05).Conclusions: The study demonstrated the feasibility of the blended learningapproach. However, IPL activities that are explicitly inclusive for all studentsshould be created for future courses.